Curriculum Intent:

At Fullhurst Community College, the Design and Technology curriculum is crafted to inspire creativity, innovation, and problem-solving through practical and intellectual challenges. Our intent is to provide all students with the knowledge, skills, and confidence to design and make purposeful products that solve real and relevant problems, considering environmental, social, and moral implications.

We aim to cultivate resilient, resourceful learners who are not afraid to take creative risks. Through a broad and balanced curriculum, students will develop an understanding of materials, systems, structures, and emerging technologies. They will gain essential skills in critical thinking, analysis, and evaluation, while learning to appreciate the role of design and technology in shaping the world around them.

The curriculum promotes cross-curricular links—particularly with mathematics, science, computing, and art—while embedding practical knowledge of health and safety, sustainability, and enterprise. Students are encouraged to work both independently and collaboratively, developing their communication, time management, and leadership skills.

Ultimately, we strive to equip our students with the cultural capital and technical understanding needed to become informed, creative individuals—whether as future designers, engineers, makers, or conscientious citizens in an ever-changing technological world.

Please see our curriculum overview for DT which highlights what students will be learning in each year of their design and technology education.

Curriculum overview DT 25-26.docx

Year 7 curriculum 

In year 7, students create a textile plush toy monster. Students design and make a product in order to learn key skills of pattern making, using a sewing machine and felt making. Covering the history of fabrics, where they originate from and how the design industry uses textiles, with a focus on functional properties. During the making process, students will be introduced to hand-stitching applique, modern materials and sustainable materials. The structure of the project ensures that students gain a strong understanding of theory, including comprehensive information on smart materials and a variety of types of textile-based materials.    

Year 8 curriculum 

In year 8 students create a textile plush toy monster. Students design and make a product in order to learn key skills of pattern making, using a sewing machine and felt making. Covering the history of fabrics, where they originate from and how the design industry uses textiles, with a focus on functional properties. During the making process, students will be introduced to hand-stitching applique, modern materials and sustainable materials. The structure of the project ensures that students gain a strong understanding of theory, including comprehensive information on smart materials and a variety of types of textile-based materials. 

The Year 8 curriculum is designed to provide students with the core skills of Design. Students create Blockbot robots out of pine, learning theoretical content covering softwoods, hardwoods, the function of manufactured boards and types of wood finishes. Learners will use mathematics to accurately measure and draw out onto their pine, based on their final design idea. Early on, students are guided by their class teacher to master different sketching techniques such as one-point perspective, isometric and oblique, in order to produce a range of design concepts which have been rendered. Students gain valuable experience using specialised equipment such as try squares, tenon saws, belt sanders, pillar drills and much more. 

Year 9 curriculum 

In Year 9 Design and Technology, students develop practical and digital skills through a “skills board” project. They begin by learning health and safety, and marking out and shaping timber. They then explore wood joints such as dowel, mitre, and comb. Students progress to CAD software, using 2D Techsoft Design and 3D Onshape, before applying CAM techniques like laser cutting, engraving, vinyl printing, and 3D printing. Later, they work with metals through pewter casting and shaping to create key tags or jewellery, and finish by learning polymer line bending and joining methods. This project builds core skills in materials, tools, and digital design. This project aims to prepare students for GCSE study. 

Year 10 curriculum 

Design and Technology enables students to work with a range of different materials, including Timbers, Polymers, Metals and Textiles, allowing students to investigate a range of materials to create an outcome to support the NEA component. 

To start their Design and Technology journey, students complete a sketching project where they learn the importance of communicating their ideas through images. Referring back to previous years, students develop their skills in perspective drawing, geometric, orthographic and isometric drawing in preparation for the NEA within the Summer term of year 10. 

The Design and Technology course is 50% non-examined assessment (NEA) and 50% final written exam. Throughout year 10 study, students deepen their understanding of a range of materials through theoretical teacher-led content to assist students to gain confidence before being introduced to the NEA in June. 

Students study the following units across year 10 to cover topics in the written exam paper: 

• Unit 1 – New and emerging technologies 
• Unit 2 – Energy, materials, systems and dives 
• Unit 3 – Materials 
• Unit 4 – Common specialist technical principles 
• Unit 5A – Paper and boards 
• Unit 5B – Timer-based materials 
• Unit 5C – Metal-based materials 
• Unit 5D – Polymers 
• Unit 5F – Electronic systems 
• Unit 6 – Designing principles 
• Unit 7 – Making principles 

During the year, students will familiarise themselves with a range of development and theory-based work, exploring a range of materials and processes to test a variety of differences in certain materials and equipment. Students will be making a recycled plastic pencil case and a wooden CAM duck. This will give them the opportunity to use a variety of equipment safely. 

Year 11 curriculum 

During the Non-Examined Assessment, students will investigate a context of their choice, given by the AQA exam board. Pupils will begin to solve a problem and find a design solution to their chosen context. Once a problem or need has been discovered by the student, they will produce a design brief, begin studying the type of user they are going to design for and establish an understanding of current trends that already exist. Students then create a range of design ideas, drawing upon all subject knowledge taught throughout the study of Design and Technology and their own research into the various aspects of design. Students evaluate their design ideas, making improvements based on their findings from product surveys to help aid them in creating a final product suitable for the client in question. Students begin making a model to test aspects of the design before concluding with a final design to meet the original brief. NEA is teacher assessed and samples called for moderation by the exam board. Upon the completion of the NEA, students return to securing their subject knowledge taught across all years 10/11 in preparation for the written exam. 

Extra-curricular information

The Design & Technology department provides plenty of opportunities, both after school and at lunchtime, for students to spend time in the workshops getting the chance to hone and practice their craft.