Design Technology
The Curriculum
Curriculum Intent
Without design, we have nothing; every product that we use, room that we walk into and image that we see is the fruit of an impassioned creative re-envisioning how our lives could be improved or enriched by good design. The Design Technology Department at Southend High School is renowned for its creativity coupled with an academic rigour that allows students to access higher concepts of conscientious design, materials science and innovation. The students that pass through our doors will develop a confident enthusiasm for working with different materials, equipment, and software to prepare for a future working in an increasingly technological world. To study design here is also to study people and their specific contexts, considering why we make the decisions we do about brands, products, and services. Our students are encouraged to evaluate markets and patterns in behaviours, broadening their societal views and encouraging them to think, appraise, and to question: all the knowledge in the world means nothing if we cannot use it to solve problems. At Southend High School for Girls, we synthesise knowledge from mathematics, science, the environment, sociology, business, marketing, history, and art to create solutions, producing intellectually curious students with a considered worldview.
What does it feel like to be a student in the Design Technology Department?
Design Technology is more than a subject at Southend High School for Girls; it is an ethos, forging interdisciplinary links between your other subjects. From the very first lesson in Year 7 you will be challenged to consider the impact of your design choices with a real focus on shaping you as a conscientious consumer who is informed and able to make sustainable life choices. As you grow through the school, you will learn about marketing strategy, enabling you to analyse and discern; essential skills for young people to navigate the media messages to which they are exposed. You will then study innovation, looking at the products that shaped us and the individuals and strategies that created them. All of this learning is underpinned with substantial practical experience, and you will leave KS3 with skills and confidence in working with timber, metal, polymers, papers, textiles and electrical components.
Opportunities at KS4 and 5 are broad; you will be able to undertake a qualification in any of the different technology disciplines. There is no single skill that will define you as a student of Design Technology. You need to both reflect and evolve. You need rigour and structured thinking, but also the ability to ‘jump the curve.’ Your practical ability will be nurtured and challenged; so too will your ability to practically apply mathematics and materials science to the problems you are trying to solve through your studies. You will need to analyse and opine; criticism is a vital function of design process and you will learn the value of independent thinking and expression, leaving you thoroughly prepared to enter higher education and the workplace.
Please click on the button below to download the assessment policy for Design Technology.
Journey
Design Technology Curriculum
At Southend High School for Girls we teach a curriculum that is designed to offer real-world insight and skill. The SHSG Design Technology curriculum is devised to allow students to engage with a balanced variety of knowledge, practical skill and wholistic insight in order to produce rounded and confident young technologists.
The Design Technology curriculum is planned and delivered using the intellectual framework of the classical education model, the Trivium:
- Grammar (Knowledge and skills) awareness of topical issues in design, knowledge of materials and processes, practical skill in a variety of materials
- Dialectic (Enquiry and exploration) research, develop, analyse, evaluate, challenge
- Rhetoric (Communication) designing, discussion, presentation, critique
Year 7 – 9
Pre-requisite or helpful knowledge from Year 6 Design Technology ready to study in Year 7 if applicable
The KS2 National Curriculum for Design Technology is very broad and would lead perfectly into KS3. Experience tells us that students are extremely unlikely to have been offered the full breadth of these studies at junior school and that a highly differentiated approach across years 7-9 is essential for all students to progress from highly varied KS2 experiences
Year 7
Term 1
Topic(s) / skills
Sustainability
Design process (research and design)
Assessment
Written and design work will be assessed in terms of attainment and effort using above, on or below expected level (+ = -).
Assessed work for this term will be:
- A Life-Cycle Analysis
- A product analysis
- A final design
Term 2
Topic(s) / skills
Design Process (manufacturing)
Assessment
Practical work will be assessed in terms of attainment and effort using above, on or below expected level (+ = -).
Assessed work for this term will be one of the three practical outcomes, dependent on carousel.
Term 3
Topic(s) / skills
Design Process (manufacturing and evaluation)
Assessment
Practical and written work will be assessed in terms of attainment and effort using above, on or below expected level (+ = -).
Assessed work for this term will be the two remaining of the three practical outcomes and a written evaluation of this work
Year 8
Carousel 1
Topic(s) / skills
Marketing
- 4Ps
- Branding
- Demographics
- polymers
- CAD (2D Design)
- CAM (laser cutting)
- Hand skills in acrylic
Assessment
Written, design and practical work will be assessed in terms of attainment and effort using above, on or below expected level (+ = -).
Assessed work for this term will be:
- 4P assessment
- Brand analysis
- Questionnaire results
- Practical outcome
Carousel 2
Topic(s) / skills
Marketing
- Product life cycle
- advertising
- logo development
- designing a repeat pattern
- textile construction
Assessment
Written, design and practical work will be assessed in terms of attainment and effort using above, on or below expected level (+ = -).
Assessed work for this term will be:
- product LCA
- presentation on advertising campaign
- practical outcome
Carousel 3
Topic(s) / skills
World Cuisine
- European cuisine
- Asian cuisine
- African cuisine
- American cuisine
- Oceanic cuisine
Assessment
Students will complete one dish representing each food region and will be given feedback during the cooking process and at completion.
Year 9
Carousel 1
Topic(s) / skills
Innovation
- Technology push: market pull
- Ergonomic design
- Function of packaging
- Introduction to systems and control
Assessment
- Assessment of chair
- Specification
- Packaging design and construction
- Soldering of lamp
Carousel 2
Topic(s) / skills
Innovation
- Iconic design
- Biomimicry
- Textile construction
Assessment
- presentation on biomimicry
- plushie design and manufacture
Carousel 3
Topic(s) / skills
Nutrition
- Proteins
- Carbohydrates
- Lipids
- Vitamins and minerals
- Water and fibre
Assessment
Students will complete one dish highlighting each form of nutrition and will be given feedback during the cooking process and at completion.
Achieving outstanding outcomes in Design Technology – knowing and remembering even more that what is expected of a grammar school KS3 curriculum.
In KS3 we assess student progress and attainment against the degree to which students have secured the key knowledge, skills and understanding that have been defined as being essential within each subject for a given year. (see above)
When reporting student progress this will be determined by the quality of work being produced at that point within each subject given the context of this selective grammar school. Progress will be reported according to the following standards:
- Working beyond expected year standard
- Working at expected year
- Working towards expected year standard
To go beyond what is expected of a Design Technology student in KS3 students should demonstrate a sophisticated awareness of contemporary issues within the broader area of focus we are studying (e.g. sustainability) and would be confident and articulate in discussing/debating these issues. Students should seek out opportunities to engage in challenging practical skills and would be designing or making prototypes that featured creativity or innovation beyond those techniques studied in class.
Recommended reading in Design Technology for Lower School (Years 7 – 9)
Year 7
- Green Design, Design for the environment – Dorothy Mackenzie
- The Total Beauty of Sustainable Products – Edwin Datschefski
- Furniture Design – Cristina Montes
- 1000 Chairs – Peter Fiell
- Chairs – Charlotte Fiell
- Fashionopolis – Dana Thomas
- How to break up with fast fashion – Lauren Bravo
Year 8
- Logo design love : a guide to creating iconic brand identities – David Airey
- Book of branding : a guide to creating brand identities for startups and beyond … – Radim Malinc
- Wise up to teens – Peter Zollo
Year 9
- Collapsible, The genius of space saving design by Per Mollerup
- Ergonomics for beginners by Bernard Weerdmeester
- How we got to now – Steven Johnson
- Rebel ideas – Matthew Syed
Useful websites, TED Talks and research for Lower School (Years 7 – 9)
- Abstract: the Art of Design – documentary series on available on Netflix and free on youtube
- TED Talks – recommended and referenced throughout course. Embedded into PPTs placed on Teams to support lessons
- The Design Museum (London)
- The V&A Museum (London)
- The Beecroft Gallery (Southend)
Music-specific language to master in Lower School (Years 7 – 9)
- Students are supplied with a specialist glossary at the back of all handbooks
- Students will use specialist terminology in each area of the curriculum as relevant
At Southend High School for Girls we are striving to create the next generation of engineers, designers, architects, materials scientists, marketeers and business people, amongst other DT related vocations. As such, we aim to teach a broad and challenging curriculum, full of opportunity for students to discover their passion within the wider subject.
The Design Technology curriculum is planned and delivered using the intellectual framework of the classical education model, the Trivium:
- Grammar (Knowledge and skills) knowledge, subject terminology, cultural capital
- Dialectic (Enquiry and exploration) research, develop, test, trial, model, evaluate
- Rhetoric (Communication) presentations, maps, hand-outs, debate, discussion
Pre-requisite or helpful knowledge from Key Stage 3 Design Technology ready to study at GCSE
- Students should have a preferred material/equipment base to facilitate their specialism
- Students should be enquiring and enthusiastic about design
- Students should be unafraid of trial and error and should have an enthusiasm for problem solving
The topics below have been chosen as they reflect the ambitions of the National Curriculum, and as a Grammar school, also challenge students beyond the National Curriculum. They have been carefully sequenced in this order to build a student’s learning journey to achieve the aims of our Design Technology intent. Along the way students are assessed and topics will be revisited in assessments to keep each stage of this learning journey alive.
Year 10 – Graphic/Product Design
Term 1
Topic(s) / skills
Theory: Dt and our World, Smart Materials
Practical topics: Branding, CAD/CAM, Iterative design
Assessment
Assessed practical work
Regular quiz
Unit tests on above projects
Term 2
Topic(s) / skills
Theory: Electronic systems and mechanical components
Practical topics: Soldering and circuitry
Assessment
Assessed practical work
Regular quiz
Unit tests on above projects
Term 3
Topic(s) / skills
Theory: Materials and specialist knowledge
Practical topics:
Assessment
Assessed practical work
Regular quiz
Unit tests on above projects
Year 10 – Fashion and Textiles
Term 1
Topic(s) / skills
- Fibres, yarns and fabrics
- Decorative embellishment techniques
- Sustainability
- Core materials
Assessment
- Major project: creative textile piece
- Unit tests: above topics
Term 2
Topic(s) / skills
- Mechanics
- Smart and technical materials
- Systems and control
Assessment
- Major project: shaping and forming textiles
- Unit tests: above topics
Term 3
Topic(s) / skills
- Fashion
- Working with textiles
NEA
Work commences on NEA during the week following May half term
Assessment
Major project: fashion garment
Year 11
Term 1
Topic(s) / skills
NEA
- Design development
- Materials research
- Construction research
- Surface application/finishing
- Practical work
Assessment
In accordance with JQC and WJEC guidelines, students will be given generalised (non-personal) feedback in order to sustain progress through NEA. Teachers of the subjects keep fortnightly progress records to allow students to monitor their progress through the task.
Term 2
Topic(s) / skills
NEA
- Presentation drawings
- Planning documents
- Evaluation
REVISION
Assessment
In accordance with JQC and WJEC guidelines, students will be given generalised (non-personal) feedback in order to sustain progress through NEA. Teachers of the subjects keep fortnightly progress records to allow students to monitor their progress through the task.
Term 3
Topic(s) / skills
REVISION
Assessment
A variety of different tasks and assessments for examination preparation
Achieving outstanding outcomes in Design Technololgy – knowing and remembering even more that what is expected of a grammar school KS4 curriculum.
In KS4 we assess student against the core content and assessment objectives as outlined by the relevant GCSE examination board specification. For Design Technology (either Graphic Design or Fashion and Textiles) this is Eduqas C600QS. To go beyond what is expected of a Design Technology student at GCSE and achieve outstanding outcomes in Design Technology students should engage with their surrounds, ever conscientious, ever critical of the products they are using. Visiting exhibitions is a fantastic way to broaden cultural capital in design and experience alternative styles and aesthetics to their own, preferred brands. Students should study their other subjects ever mindful of the web that Design Technology spins between these; particularly the sciences, maths and humanities.
Recommended reading in Design Technology for GCSE
- The teen vogue handbook – vogue
- Materials, process, print: creative solutions for graphic design – Mason Daniel
- Packaging 2 prototypes – Anne Emblem
- The A-Z of visual ideas : how to solve any creative brief – John Ingledew
- Graphic Design for the 21st Century – Peter Fiell
- How to use images – Lindsey Marshall
- The Visual Dictionary of Graphic Design- Gavin Ambrose
- Designing the 21st Century- Peter Fiell
- The Dream Factory Alessi since 1921 – Alberto Alessi
- Starck – Taschen
Useful websites, TED Talks and research for GCSE
- A list of videos and helpful websites are provided on Teams once you start the course.
Design Technology-specific language to master at GCSE
- Students will be encouraged to use correct nomenclature for materials and equipment through lessons, written and NEA tasks
- Students will be encouraged to broaden their descriptive vocabulary in order to access necessarily impressive analyses, developments and evaluations
At Southend High School for Girls we teach a curriculum that is ambitious and takes students on a learning journey beyond the A Level Syllabus. The SHSG Design Technology curriculum for A Level invites students to challenge the limits of their skill and creativity and allows them the opportunity to forge a highly personalised design experience. Students will complete their A Level by specialising in either Product Design or Fashion & Textiles.
The Design Technology curriculum is planned and delivered using the intellectual framework of the classical education model, the Trivium:
- Grammar (Knowledge and skills) materials, equipment, technique
- Dialectic (Enquiry and exploration) analyse, explore, research, develop, evaluate
- Rhetoric (Communication) written, oral and visual communication
Pre-requisite or helpful knowledge from GCSE Design Technology ready to study at A level
- Students should have a GCSE in either Design Technology, Art, Media Studies or Computer Science in order to help prepare them for the rigours of portfolio work.
- Students should have confidence and skill in working with at least one of the five materials bases (textiles, timbers, card, metals, polymers) and associated equipment
- Students should have an enthusiasm for portfolio work and be motivated and resilient in order to transition to the more specialised A Level portfolios.
The topics below have been chosen as they reflect the ambitions of the National Curriculum, and as a Grammar school, also challenge students beyond the National Curriculum. They have been carefully sequenced in this order to build a student’s learning journey to achieve the aims of our Design Technology intent. Along the way students are assessed and topics will be revisited in assessments to keep each stage of this learning journey alive.
Year 12
Term 1
Topic(s) / skills
- Practical carousel – working with tools, equipment and materials outside of previous experience
- Introduction to mathematics of design – basic geometry
- Public interaction, Human responsibility, Product analysis
NEA
- Development of contexts, problems and potential design briefs
- Brief selection
- Product analysis
- Target demographic
- Questionnaire/interviews
- Independent research
- Formalise the brief
- specification
Assessment
In accordance with JQC and WJEC guidelines, students will be given generalised (non-personal) feedback in order to sustain progress through NEA. Teachers of the subjects keep fortnightly progress records to allow students to monitor their progress through the task.
Summative but confidential assessment of ‘research’ portfolio
Term 2
Topic(s) / skills
- mathematics of design – further geometry
- Smart and modern materials
- Specialist materials
NEA
- rapid ideas generation
- initial designs
- design proposal
- materials development
- construction development and prototyping
Assessment
- PPE examination
In accordance with JQC and WJEC guidelines, students will be given generalised (non-personal) feedback in order to sustain progress through NEA. Teachers of the subjects keep fortnightly progress records to allow students to monitor their progress through the task.
Term 3
Topic(s) / skills
- mathematics of design – graphical analysis
- commercial manufacturing techniques
NEA
- finishing/surface application
- final design proposal
Assessment
In accordance with JQC and WJEC guidelines, students will be given generalised (non-personal) feedback in order to sustain progress through NEA. Teachers of the subjects keep fortnightly progress records to allow students to monitor their progress through the task.
Year 13
Term 1
Topic(s) / skills
Revision for PPE
NEA
- presentation drawings
- planning
- Prototyping and development
- manufacturing
Assessment
In accordance with JQC and WJEC guidelines, students will be given generalised (non-personal) feedback in order to sustain progress through NEA. Teachers of the subjects keep fortnightly progress records to allow students to monitor their progress through the task.
Term 2
Topic(s) / skills
NEA
- evaluation
REVISION
Assessment
PPE examination
Summative assessment of completed NEA
A variety of different tasks and assessments for examination preparation
Term 3
Topic(s) / skills
REVISION
Assessment
A variety of different tasks and assessments for examination preparation
Achieving outstanding outcomes in Design Technology knowing and remembering even more that what is expected of a grammar school KS5 curriculum.
In KS5 we assess student against the core content and assessment objectives as outlined by the relevant A Level examination board specification. For Design Technology this is Eduqas A601QS Fashion and Textiles or Eduqas A602QS Product Design. To go beyond what is expected of a Design Technology student at A LEVEL and achieve outstanding outcomes in Design Technology students should engage with their surrounds, ever conscientious, ever critical of the products they are using. Visiting exhibitions is a fantastic way to broaden cultural capital in design and experience alternative styles and aesthetics to their own, preferred brands. Students should be courageous in exploring and experimenting with materials and techniques outside of their GCSE experience.
Recommended reading in Design Technology for A level
- 101 things I learned in Architecture school – Matthew Frederick
- 101 things I learned in Product Design school – Martin Thaler
- Radical Essex- Hayley Dixon
- Bauhaus – Frank Whitford
- Classics of Design – Hilary Beyer
- Design for the 21st Century – Charlotte Fiell
- The design of everyday things – Donald A Norman
- Memphis – Brigitte Fitoussi
- Eames – Charles and Ray – Naomi Stugno
- Ikea Democratic Design
- User friendly : how the hidden rules of design are changing the way we live, work, and play – Cliff Kuang
Useful websites, TED Talks and research for A level
Abstract: The Art of Design | Tinker Hatfield: Footwear Design | FULL EPISODE | Netflix – YouTube
Abstract: The Art of Design | Bjarke Ingels: Architecture | FULL EPISODE | Netflix – YouTube
Abstract: The Art of Design | Ralph Gilles: Automotive Design | FULL EPISODE | Netflix – YouTube
Abstract: The Art of Design | Paula Scher: Graphic Design | FULL EPISODE | Netflix – YouTube
Why Frank Lloyd Wright’s windows look like this – YouTube
Why everyone has this chair – YouTube
Why this font is everywhere – YouTube
What makes a truly great logo – YouTube
The world is poorly designed. But copying nature helps. – YouTube
How to solve problems like a designer – YouTube
The origin of the ’80s aesthetic – YouTube
The font that escaped the Nazis and landed on the moon – YouTube
Design Technology – specific language to master at A level
- Students will be encouraged to use correct nomenclature for materials and equipment through lessons, written and NEA tasks
- Students will be encouraged to broaden their descriptive vocabulary in order to access necessarily impressive analyses, developments and evaluations