Key Stage 3 and 4

Spark – students are given numerous opportunities and encouragement to take their own ideas and ‘run with them’.  That first thought or idea can be inspired by their immediate or wider environment and can even be started by studying the work of others.

Influence – students' designs and products should have a profound effect on their target audience, alter trends and have a positive impact on society.  Their work should dictate fashions and push the boundaries of what is possible.

Provoke – students' work should be groundbreaking and not always instantly appeal to all consumers.  Their work should provoke discussion and debate and, if necessary, be contentious.  Their work should challenge what society sees as acceptable.

Curriculum Overview

The design technology provision at Spalding Grammar is delivered over 2 50-minute lessons per week at KS3, on a two-week timetable. The pupils experience a variety of subjects by rotating around 5 specialist learning environments in order to expose them to a variety of experiences. For example, food, product design, graphics, mechanisms, electronics and engineering. (see appendix KS3 Curriculum and PoS documents).

The departments' schemes of learning are based upon the national curriculum for design technology and the related GCSE or enrichment(s). KS4 work is evidenced even in year 7 as we instil in all our pupil’s high academic rigour and challenge from the outset. 

Key Stage 3

In Years 7-9, all pupils experience three areas of design technology each year, taught by specialist well-qualified subject teachers, who are enthusiastic about their subjects and share this passion with all our pupils. As a result, the vast majority enjoy and achieve design technology and a large proportion of pupils choose to study beyond KS3. 

DT staff use academic language consistently and appropriately in their subject specific teaching and learning. Pupils are encouraged to use tier 2 & 3 language in lessons both verbally and in extended written work, for example, in evaluations. Project booklets for each unit of work reinforce this language and encourage routine application in their e-portfolio/work submitted to Teams.

At the heart of our creative curriculum is the engagement of pupils with practical tasks. These tasks specifically serve identified needs, solve problems - and function. It is considered essential that these learning activities reflect the nature of the subject within a range of contexts. These include the world of work, the development of communities and society, the environment (sustainability impact) and the ways in which technologies or technological solutions address or affect these. Pupils are encouraged to make, share, justify and discuss value judgements with respect to their own design decisions. 

Extracurricular opportunities are varied and offer many opportunities to refine and develop pupils’ interests in food, product design, the environment, engineering and GCSE work. These remain very popular with pupils and are a regular feature of our celebrations. 

Key Stage 4

At KS4, pupils opt to choose a design technology subject. Courses are delivered over 5 hours across the key stage, for example, 3 x 50 mins per week in year 10 and 3 x 50 mins in year 11.

Each subject will aim to cover a variety of core skills and technical knowledge so that pupils understand the demands of the GCSEs they may choose in the future on KS4 or further education courses. Pupils make choices during year 9 to study 1 of a variety of pathways that can lead to advanced progression at school/college in: 

• Engineering - consists of manufacture of a given product using working drawings given to fine tolerances, using a variety of machines and computer manufacturing equipment. Theoretical knowledge features high maths content for problem solving and application of engineering solutions.
• Design Technology – with a chosen specialist opportunity in materials, or graphics.DT consists of researching and identifying a need and solving a problem through development and manufacture and evaluation of final outcome

Assessment: 

CAT (common assessment task) assessment of skills and knowledge of all years 7-9 midway through each project, informs planning and teaching and learning. This establishes individual starting points and is used in conjunction with whole school data to set challenging targets for all pupils. 

Capability is assessed through a mastery of: knowledge and understanding, designing and making and the development of informed attitudes and opinions. The wide-ranging content naturally lends itself to a variety of assessment strategies which can be used to focus teaching and support on pupil needs and in recognising achievement. Use of such assessment strategies ensures that pupils have experienced successful and balanced learning in all four areas of mastery. (See appendix assessment framework/timetable).

Teachers challenge progress by using up-to-date relevant and pertinent tracking. This enables incremental progress throughout the whole academic experience in DT. Pupils are expected to ‘live up to’ our high expectations of all of their own unique starting points. 

The subject naturally cultivates several important aspects, particularly critical and creative thinking, problem-solving, evaluating and decision-making.

Curriculum Impact

By the end of year 9, all pupils will be able to relate Design Technology to the real world, have a growing technical knowledge of Design Technology in a variety of material areas including food, product design, engineering, CAD/CAM, graphics and materials technology.

Students will be able to problem-solve and solve real contextualised briefs in a variety of materials. They will also know how to critique and evaluate their own work and the work of others. 

Uptake at GCSE continues to be impressive given the demands of the Ebacc, regular over 70 pupils choose to study one of the courses on offer in DT. Nationally DT is in decline however at Spalding Grammar numbers remain impressive, particularly at A level.

The outcomes in Design Technology at the end of KS4 indicate the vast majority make at least expected progress and standards are very high when compared nationally. Pupils make excellent progress because teachers’ expectations are high of all, all pupils are fully supported, lessons are engaging, active and are highly relevant to a modern technological society. 

We are very proud of our facilities - each of the 4 specialist rooms is modern and very well-equipped. Visitors, trainees, parents all confirm that the department offers a modern, high-tech-outstanding facility that motivates, inspires and offers first-class T&L facilities. 

All pupils are made aware of all the pathways available to 6^th forms, local colleges and apprenticeship routes with a variety of DT related careers. Progression into FE, HE and apprenticeships have consistently been 100%.

The department works closely with our careers staff and celebrates pupils’ progression into university and the world of work, sometimes promoting a variety of apprenticeships in the local area. 

The department has excellent links with our feeder primary schools. We offer a variety of opportunities for pupils to come to Spalding Grammar and experience design technology (food and product design) from year 4 onwards, during taster days. Ongoing feedback suggests this is having a real impact on the pupils at primary school. 

Some of the department’s staff also support local secondary schools design technology departments with curriculum planning, teacher support/training, learning walks or any aspect of T&L the school specifically requests. Excellent feedback suggests we have had a positive impact on other schools too. 

The department celebrates success in the school newsletter and has entered national competitions. We are proud of our pupils’ achievements and celebrate their success. Feedback from parents suggests this is very much appreciated.