| 7 | Pupils learn health & safety, tool use, and creative design through the pop-up book project. They explore motion, storytelling, and rendering, developing empathy, confidence, and respect. Supports literacy, imagination, and individual expression in line with SMSC and British Values.
| Pupils refine pages using V-folds, sliders and levers. They show independence, creativity and respect when evaluating and improving designs. Teamwork, peer feedback and storytelling promote SMSC and British Values including mutual respect and individual liberty. | Students explore food safety, healthy eating, and key nutritional knowledge. They build confidence through practical using natural ingredients and air fryers. Cooking skills, preparation methods, and hygiene are embedded to support safe, independent food practices. | Pupils develop awareness of sustainable food choices, budgeting, and nutrition. Practical tasks build cooking independence and creativity. Topics include food origins, recipe design, and using leftovers. Students apply prior knowledge to cook balanced meals using accessible, wholesome ingredients. | Sweet Dispenser - Students analyse products, explore sustainability, and develop ideas using CAD. They write specs and justify designs. Promotes SMSC through ethical design and empathy, with British Values such as individual liberty and respect for others' ideas in teamwork.
| Pupils use tools to safely make a dispenser, applying finishes and evaluating outcomes. Encourages SMSC via pride, reflection, and perseverance. British Values are promoted through rule of law (health and safety) and mutual respect during peer evaluation. |
| 8 | Welcome to the Introduction to Health and Safety for the Phone Charger Stand. This module will provide essential knowledge about the design cycle and materials. We will cover creating a product, understanding design briefs and specifications, and exploring design-related careers. | We will focus on constructing the phone charger stand, emphasising problem-solving and building on construction techniques from Year 7. Additionally, students will consider sustainability and explore a design-related career. | Introduction to Graphic Design Branding where we explore the principles of colour theory, typography, composition, tone, line, and imagery to create a captivating logo and brand products using sublimation printing. The end product shall be a personalised sublimated mug with packaging. | To continue the manufacturing of the Branding material. Evaluation of the topic.
| End of KS3 Topic - personal storage. To create a storage device that can be carried, using Timber, Polymer and Metal. Knowledge of material, manufacturing techniques and introduction to NEA. | We will continue with the production of the tea tray and assess the final product for quality. End of Key stage Assessment. |
| 9 | Year 9 A of the exam paper
3.1.1 New and emerging technologies
3.1.1.1 Industry and people
3.1.1.2 Enterprise
3.1.1.3 Culture and society
3.1.1.4 Environment and sustainability
3.1.1.5 Production systems
3.1.1.6 Critical evaluation
NEA Focus
Section E
| 3.1.2 Energy generation and storage
3.1.2.1 Fossil fuels and Nuclear power
3.1.2.2 Renewable sources of energy
3.1.2.3 Energy generation and storage
Review Section 3.1.1
NEA Focus
Mini NEA
| 3.1.3 Developments in new materials
3.1.3.1 Modern materials
3.1.3.2 Smart materials
3.1.3.3 Composites
3.1.3.4 Technical textiles
NEA Focus
| 3.1.4 Systems approach to designing
3.1.5.Mechanical devices
Review of
3.1.1 New and emerging technologies
3.1.2 Energy generation and storage
3.1.3 Developments in new materials
NEA Focus
| 3.1.6 Materials and their working properties
3.1.6 Paper and Board
3.1.6.2 Natural and manufactured timbers
3.1.6.3 Metals and alloys
3.1.6.4 Polymers
3.1.6.5 Textiles
NEA Focus mini Same time as year 10
| Theory
3.1.6.2 Material properties
Review of
3.1.4 Systems approach to designing
3.1.5 Mechanical devices
3.1.6 Materials and their working properties
3.1.6.2 Material properties
NEA Focus
|
| 10 | Year 10 we focus on section B of the exam paper
Resistant materials group focuses on Timber
Graphic Design Group focuses on Paper and Board
3.2.1 Selection of materials or components
3.2.2 Forces and stresses
| 3.2.3.1 Social and ecological issues
3.2.3.2 The six R’s
3.2.4 Sources and origins
3.2.5.1 Properties of materials
NEA
| 3.2.5.3 Shaping and forming
3.2.6 Stock forms of materials
3.2.7 Scales of production
NEA
| 3.2.8.1 Tools, equipment and processes
3.2.8.2 Cutting to tolerance
3.2.8.3 Commercial processes
3.2.8.4 Quality control
3.2.9 Surface finishes and treatments
Nea – Section A and C
| 1st June official NEA
Section A
Analysing the three challenges
Mind Map and Mood board
Client Identified and interview
3.3.3.1 Past and present designers
3.3.3.2 Design companies
Questionnaire
3.3.1.1 Investigation; primary and secondary
| NEA
Section A continued
Designers
Relevant Research
Evaluation of Research
Review against mark scheme
Section B
Design Brief
Justified Specification
Review against mark scheme
3.3.1.2 Writing a design brief and specification
|
| 11 | Non-examined element;
Writing of a specification.
Generation of initial ideas. Review of initial ideas.
3.3.4.1 Generate imaginative ideas
3.3.5 Communication of design ideas
3.3.7 Selection of materials and components
| Non-examined element;
Development of design ideas into a chosen design. Review of chosen idea.
3.3.10 Specialist tools and equipment
3.3.11 Specialist techniques and processes
3.3.4.2 Explore and develop ideas
3.3.6 Prototype development
3.3.9 Material management
HL Revision
Mock | Section
Completion of Section E
Section F
Evaluation of product
Evaluation against specification
Client feedback
Submit coursework
| Review coursework and ensure evidence is in place for all sections of the coursework. Revision for main exam | Revision for main exam assignments to be submitted onto teams leading up to the exam in June. | Revision for main exam assignments to be submitted onto teams leading up to the exam in June. |