Curriculum Intent

At Winterton Community Academy, the National Curriculum is at the heart of our Design and Technology programme of study.

Our intent is to design a curriculum, which is carefully mapped to provide pupils with the skills and knowledge. This will allow them to access a range of creative activities to build on learning, which will form a path to courses at Key Stage 4.

With our inclusive approach and high aspirations, we will provide opportunities for all learners, regardless of context, to thrive in the Design, Engineering, Catering and Technology industries.

We aim to provide pupils with experiences, that will enrich and inspire them creatively and give them cultural capital to become essential policy makers, thinkers and creative minds, which will share our world.

Our Design and Technology curriculum is underpinned by the academy’s values of ‘Respect, Positivity and Hard Work’.

Through the Design Technology education, we aim to broaden our pupils’ emotional and multicultural awareness, developing values and building respect and tolerance through the study Design considering user needs.

We aim to equip students with essential practical skills and Design Technology application, alongside developing the range and fluency of subject vocabulary.


The Design and Technology curriculum is taught alongside Art on a project rotation.

The programme of study is designed to map a curriculum pathway to GCSE level courses. These are known as curriculum road maps.


The curriculum sets out what is being taught to enable pupils to have a deepened understanding of the required knowledge and application of skills.

Planned and scheduled half-termly assessments for each year group across the breadth of the curriculum with a particular focus linked to the appropriate curriculum content:

•   Pupils are taught in smaller groups within the ability bands in each year group
•   Data collections to monitor pupil progress and identify the required subsequent actions
•   Pupil Voice activities
•   Pupil engagement in Extended Learning tasks
•   Monitoring of Teaching and Learning within lessons
•   Work scrutiny activities
•   Line Management Meetings
•   Departmental Meetings

These qualitative assurance methods are not definitive and others will be included. However, they are essential in evaluating the impact of the curriculum. 

Key Stage 3

The curriculum in Key Stage 3 (Years 7, 8 & 9) is broad and balanced across Design and Technology ensuring all pupils are provided with exposure to the knowledge and skills required to enable progress.

  • Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
  • Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
  • Critique, evaluate and test their ideas and products and the work of others 
  • Understand and apply the principles of nutrition and learn how to cook

Key Stage 4

The Key Stage 4 curriculum is studied in Years 10 & 11 (a 2 year curriculum)


Our programme is designed to unlock pupils technical and imaginative potential.  We aim to enhance enjoyment in developing understanding of working in industry, learning practical skills and responding to problem-solving tasks.

Pupils will gain skills in independent learning and development:

  • A range of generic and transferable skills
  • The ability to solve problems
  • The skills of project-based research, development and presentation
  • The fundamental ability to work alongside other professionals, in a professional environment
  • The ability to apply learning in vocational contexts

Hospitality and Catering

Our programme will provide pupils with knowledge of the hospitality and catering sector including all businesses that provide food, beverages and/or accommodation services.  This is in response to the British Hospitality Association who state that hospitality and catering, is Britain’s fourth largest industry and accounts for around 10% of the total workforce.  Since 2010, over 25% of all new jobs have been within the hospitality and catering sector with the majority of new roles falling within the 18-24 age group, according to a report by People 1P st P.


Homework is an essential element of creative study.  Independence and resilience are vital to the process of designing marking products. t also enables everyone to further enhance their understanding of the subject.  Tasks will vary depending on the subject and Key Stage, but may include reading, writing, research, revision, sketching, photography, CAD CAM, computing and related project work.


In the department we are committed to lifelong learning and as staff following the principles of the following publications.


Luckin R S Puntambekar, Goodyear, R Grabowski, B L Winters, N Underwood, J., 2013. Handbook of Design in Educational Technology Copyright Year 2013.

Sherrington T, 2020.  Rosenshine’s Principles in Action.  John Catt Educational.

Journal Publications

AD magazine, The International Journal of Art & Design Education (iJADE).

Mawson B, 2003.  Beyond the Design Process: An alternative pedagogy for technology education.  International Journal of Technology and Design Education, 13(2), pp. 117-128.

Middleton H, 2005.  Creative thinking, values and design and technology education.  International Journal of Technology and Design Education, 15(1), pp. 61-71.

Lewis T, 2005.  Creativity A Framework for the Design/Problem Solving Discourse in Technology Education.  Journal of Technology Education, 17(1), pp. 35-52.

Professional Affiliations

Chartered Engineers