Design & Technology

 

Curriculum intent

At Hayes School, our commitment is to provide moments of joy, support pupils to thrive beyond our gates, and nurture community and character through a curriculum that is conceptual, inclusive and responsive. Our values — kindness, endeavour, inclusivity and responsibility — shape every aspect of this curriculum. They ensure that every pupil, particularly the most disadvantaged and vulnerable, is known, supported and challenged to achieve highly and to flourish in school and beyond.

Purpose

Our curriculum reflects our vision in that it intends our students to become aware of the world around them and critical role that D&T has played in shaping the world around us. It’s potential for solving the 21st century’s biggest problems and enhancing the quality of life of billions of people around the globe. We encourage all our students to be creative, resilient problem solvers who are reflective about their work. We encourage students to look at and research the work of a diverse range of designers from different cultures and backgrounds across each Key stage. In doing so, we inspire creativity and open students' minds to different possibilities beyond their own cultures, communities and experiences.  

 

Specification Information

GCSE AQA Design and Technology

A Level AQA Design and Technology

Academic End Points

Year 7

 By the end of Year 7, students will understand the design process, including how to analyse products, identify user needs, generate and develop ideas, and evaluate outcomes against a specification. They will have developed knowledge of a range of materials, including plywood, paper and card, textiles, plastics, acrylic, and pewter, and understand their properties, uses, and suitability for different products. Students will know how a variety of manufacturing processes work, including hand-tool techniques, CAD/CAM, laser cutting, vacuum forming, casting, sewing, and the creation of simple electronic circuits. They will understand key concepts of sustainability and ethical design, including fair trade, responsible material use, recycling, reuse, and the environmental impact of manufacturing. Students will have learned how products are designed for specific users and target markets, and how aesthetics, function, culture, and innovation influence design decisions. They will also understand the importance of health and safety, quality control, accuracy, and testing when designing and making successful products.

Year 8

 By the end of Year 8, students will understand how design principles can be applied across food, textiles and resistant materials, enabling them to design and make products with greater independence, accuracy and creativity. They will have developed knowledge of food science, including the functions of ingredients, baking methods, food preservation, nutrition, food hygiene and the environmental impact of food production and waste. They will understand the properties, origins and uses of a range of textile materials, including natural and synthetic fibres, and know how sustainability, recycling and the 6Rs can influence design decisions. Students will have gained knowledge of advanced textile techniques, product development, pattern making, and how designers use research and inspiration to create products for specific users and purposes. They will understand the properties of different timbers, the purpose of a variety of woodworking joints, and the principles of accurate marking out, machining and construction in a workshop environment. Throughout the year, students will also develop a deeper understanding of sustainability, quality control, evaluation, health and safety, and how materials, processes and innovation are used to create effective products that meet user needs.

Year 9

 Students develop their understanding of how designers solve real-world problems by creating products that meet specific user needs and consider sustainability.
In the Architecture unit, students learn about the housing crisis, architectural design principles, CAD modelling, and sustainable housing solutions while designing a microhome.
In the Clock Project, students study the Memphis Design Movement, material properties, polymers, and modern manufacturing processes such as CAD, CAM, laser cutting and vacuum forming. In Food and Nutrition, students gain knowledge of food safety, nutrition, ingredient functions, cooking science, meal planning and sustainable food choices.
Across all projects, students build their knowledge of materials, ingredients, processes, design briefs, evaluation and product development. By the end of Year 9, students can apply design, making, sustainability and innovation principles to create and evaluate products with increasing independence and accuracy.

Year 10

 Students will develop a secure understanding of the properties, sources and sustainability of timbers, alongside the characteristics and applications of papers and boards, polymers, metals and textiles. They will learn how new and emerging technologies, technology push and market pull, and modern manufacturing methods influence the design and production of products in society. Students will gain knowledge of CAD/CAM processes using Fusion, as well as the role of renewable and non-renewable energy sources, life cycle analysis, and smart and composite materials in contemporary design. They will understand how forces, stresses, mechanical systems, electronic systems, ergonomics and anthropometrics affect product performance and support user-centred design. Students will learn about prototyping, testing, evaluation, materials testing, surface treatments, fixings, adhesives, planned obsolescence and repairability, enabling them to make informed design decisions. By the end of the year, they will understand the requirements of the GCSE NEA, including research methods, design specification development, inclusivity, accessibility, legislation, safety, and the wider environmental, ethical and cultural factors that influence design. 

Year 11

By the end of Year 11, students will have a secure understanding of specialist timber materials, including their sources, properties, stock forms, sustainability considerations, commercial applications and quality control processes. They will understand how design decisions are informed by research, user needs, material properties, testing and evaluation, and be able to justify choices using technical knowledge. Students will have developed advanced knowledge of timber manufacturing processes, joints, surface finishes, fixtures and fittings, CAD/CAM technologies, CNC machining and workshop health and safety procedures. They will understand the importance of iterative design, prototyping, modelling and refinement, and how these processes contribute to successful product development. Through completion of the NEA, students will have applied their knowledge independently to design, manufacture, test and evaluate a high-quality product while demonstrating effective quality assurance and problem-solving skills. They will also have consolidated the full GCSE Design and Technology specification, enabling them to confidently analyse, evaluate and apply knowledge in extended written responses and examination contexts.

 

Year 12

 By the end of Year 12, students will have developed a secure understanding of a wide range of materials, including papers and boards, timbers, metals, polymers, composites, and smart materials, and will be able to explain how their properties influence product design and manufacture. They will understand how social, cultural, environmental, ethical and economic factors affect design decisions, and how designers respond to user needs through responsible and sustainable design. Students will have gained knowledge of design methodologies, iterative design, product analysis, ergonomics, anthropometrics, aesthetics, product lifecycles and the influence of historical and contemporary designers. They will understand a range of manufacturing processes, tools, equipment and production methods, including CAD/CAM technologies, quality assurance, quality control and the impact of scales of production on product development. Through practical projects, students will have developed the ability to research, model, test, evaluate and refine design ideas, applying technical knowledge to justify decisions and improve outcomes. They will also understand the principles of sustainability, circular economy thinking, efficient use of materials and environmental stewardship, providing a strong foundation for the independent NEA and advanced study in Year 13.

Year 13

 By the end of Year 13, students will have developed an advanced understanding of the design process, enabling them to independently identify design opportunities, conduct detailed research, and create user-centred design solutions. They will understand how materials, manufacturing processes, production methods and emerging technologies influence product performance, feasibility and commercial success, and be able to justify design decisions using technical knowledge. Students will have gained expertise in iterative design, CAD modelling, prototyping, testing and refining concepts through the Non-Exam Assessment (NEA), applying anthropometric, ergonomic and user research data to inform outcomes. They will understand quality assurance, quality control, product lifecycle analysis, testing methodologies and the role of evidence-based evaluation in improving products. Through the study of sustainability, ethics, environmental impact and commercial considerations, students will be able to critically assess how design decisions affect users, society and the wider world. They will also have consolidated their understanding of the full A Level Product Design specification, enabling them to confidently analyse, evaluate and apply knowledge across unfamiliar design contexts in preparation for higher education, apprenticeships and careers in design, engineering and related industries.

 

Click here to visualise the Design & Technology learner journey