Design and Technology

KS3 Design and Technology


Design and Technology at KS3 consists of a variety of different disciplines. Resistant materials including woods, plastics and metals are covered. Students also get the opportunity to use metal work lathes, drills and C&C machines like the Laser cutter. Food practical and theory is a further discipline covered under D&T banner during KS3. This covers a range of areas including Food hygiene, knife skills and menu planning.

Curriculum sequence



Term 1 & 2

Term 3 & 4

Term 5 & 6


Year 7


Metal work - Pewter casting, keyring


Food – Fruit salad, Rock buns, Fruit crumble, pizza, Mashed potato, Marbled cupcakes

Wood work - Tangram construction



Year 8


Metal work - Pizza cutter design and manufacture


Food – Dutch apple cake, Bolognaise sauce, Potato gratin, Sweet and sour chicken, Viennese whirls

Wood work - Picture frame construction



Developing Skills


Skills and processers covered

Year 7

  • Research skills
  • 2D Designer experience CAD
  • Design and rendering skills
  • Laser Cutter experience
  • Finishing and refining skills
  • Pillar drill
  • Wood joints
  • Hard and soft woods
  • Technical drawing
  • Knife skills
  • Rubbing in method
  • Healthy eating

Year 8

  • Research skills
  • Design and rendering skills
  • Wood joints
  • Hard and soft woods
  • Metals
  • Electronics and circuits
  • Technical drawing (isometric etc)
  • Plastics
  • Metal work lathe
  • Pillar drill
  • Fixings
  • Wood and metal finishes
  • Knife skills
  • Maillard reaction
  • Boiling and simmering
  • Peeling
  • Roux sauce
  • Piping bag






National curriculum links  

Our curriculum has been mapped against the framework of the national curriculum and all aspects are covered over the two year course.

Purpose of study

Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

Meeting the needs of SEND and Pupil Premium students 

By its nature Technology is a multi-sensory subject that offers a range of different learning including practical and visual, this provides a fantastic opportunity to engage pupils with special educational needs. St Birinus has a history of providing students with the skills to achieve far beyond their expectations. Technology teachers place SEND and Pupil Premium students at the centre of their lesson planning.  This ensures high quality teaching: we direct questions to disadvantaged students, check their understanding regularly and provide frequent feedback using our CAR feedback system. Students are given opportunities, in lesson time, to act on their feedback.


In Key stage 3 Technology students are set one hour of homework every two weeks. Homework tasks are planned into each unit of work and are either focused on researching a product to be manufactured or general practical activities that can be completed outside the classroom.


Formative assessment is done on a lesson by lesson basis through question and answer sessions during group activities.

Students work is assessed at the end of each unit with in depth written feedback. This informs the students on how to improve both technical skills and design based understanding.



Mr Hudson

Mr De Freitas



GCSE 21st Century Design

21st Century Design offers a unique opportunity in the curriculum for learners to identify and solve real problems by designing and making products or systems.  Through studying GCSE Design and Technology, learners will be prepared to participate confidently and successfully in an increasingly technological world; and be aware of, and learn from, wider influences on design and technology, including historical, social/cultural, environ mental and economic factors.

Course outline

Technical principles - 50% Examination

Core knowledge and understanding is presented in five clear and distinct topic areas:

• Design and technology and our world

• Smart materials

• Electronic systems and programmable components

• Mechanical components and devices

• Materials


Learners are required to study all of the content in these five areas, to ensure they have a broad knowledge and understanding of design and technology and that they are able to make effective choices in relation to which materials, components and systems to utilise within design and make activities.


Design and making principles – 50% Coursework

Core knowledge and understanding that the learners are required to develop and apply is presented in ten clear areas:


  • Understanding design and technology practice
  • Understanding user needs
  • Writing a design brief and specification
  • Investigating Challenges
  • Developing ideas
  • Investigating the work of others
  • Using Design strategies
  • Communicating ideas
  • Developing a prototype
  • Making decisions

Students will have the opportunity to design and build the following; jewellery box, speaker, pad lock, night light, paper weigh, fabric toy






Assessment and Progression

Examination Board:  



Grading system:

1-9 (9 is highest)



50% Coursework

50% Examination



Progression to Post-16:

A-Level Product Design.


Future career links:

Product Designer



Furniture Maker




Mr Hudson, Head of Art, Design and Technology

Miss Cottrell, Teacher of 21st Century Design

GCSE/BTEC Engineering


In year 9 students undertake a ‘foundation’ year in which all students gain a broad range of skills and knowledge which equip them to then progress to their assessed qualification.

Course outline

The NCFE Level 1 and Level 21 Certificate in Engineering Studies are complementary Technical Awards and the vocational equivalent of GCSE qualifications. Students will learn the theory behind a host Engineering disciplines including Automotive, Biomedical, Electrical and Aeronautical.

Non Exam Assessment (50%)

  • Students are required to respond to a brief set by the exam board.
  • Students produce a body of work which solves the problem through drawings, written work and a finished product.

Exam Assessment (50%)

  • Students complete a 1.30 hour exam.
  • Some questions in the written exam will relate to practical contexts and students will need to apply their understanding within these contexts.
  • There is a mathematical component to the exam.
  • The written exam will take place in Y10

Engineering at St Birinus School has strong links with Industry, including the local engineering and science based companies. Engineers will be invited to attend in school workshops and industry based visits. Further to this we hold an annual STEM based careers event – inviting local relevant representatives from these companies to share their passion and insight in to such careers.  Students will be able to experience first-hand what careers are available and what routes in to engineering there are.


Assessment and Progression

Examination Board:  



Grading system:

Pass, Merit, Distinction



1.30 hour exam in one paper, internal assessed coursework.

Progression to Post-16:

A-Level Product Design (Engineering) or Apprenticeship/Further education courses.

A-Level Product Design at St Birinus expands on the knowledge gained at GCSE with more complex design and make tasks and a more in depth study of manufacturing processes and industrial experience.



Mr De Freitas, Head of Engineering


Mr Hudson, Faculty Head of Art Design & Technology




Course outline

The Eduqas GCSE in Food Preparation and Nutrition course equips learners with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating.


Component 1: Principles of Food Preparation and Nutrition

This comprises of a written examination (1 hour and 45 minutes) which amounts to 50% of the qualification. This component consists of two sections, both containing compulsory questions and will assess the full range of specified GCSE content.

Section A: Comprises of questions based on specific theme.

Section B: Includes a range of question types to assess the course content related to food preparation and nutrition.


Component 2: Food preparation and Nutrition in Action.

Assessment 1: Comprises of a task based on a Food Science Investigation (1,500 to 2000 word plus graphs, charts and photographs) worth 30 marks, 15% of the total marks. This task is covered in an 8 hour Controlled Assessment.

Assessment 2: Comprises of a Food preparation task: to prepare cook and present a menu, on a designated theme  ( No more than 15 pages of A4 content, including  all charts, graphs and photographs). This is worth 70 marks, which is 35% of the qualification. This task is covered in a 12 hour controlled assessment. It includes a 3 hour practical where students will be expected to cook three dishes and accompaniments for their menu.


The Specification

 The specification in “GCSE Food preparation and Nutrition” enables learners to make connections between theory and practice so that they are able to apply their understanding of food science and nutrition to practical cooking. This content relates to the study of both food and drinks.

 It encourages learners to cook, enables them to make informed decisions about food and nutrition and allows them to acquire knowledge in order to be able to feed themselves and others affordably and nutritiously, now and later in life.




Assessment and Progression

Examination Board:  



Grading system:

1-9 (9 is highest)



Component 1:

A written examination at the

end of Year 11 (50%)

Component 2:

Assessment 1: A Food science based investigation (15%)

Assessment 2: A designated themed cookery assessment involving both primary and secondary research. (35%)


Progression to Post-16:

A-Level Photography.


Future career links:

Hospitality and Catering at Oxford College

Apprentice in the Catering industry

Home Economics





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