Design & Technology
Intent
Design Technology at Tavistock College is about more than just making things—it's about developing confident, creative problem solvers who can think critically and work practically. Through the lens of Product Design, students explore how to tackle real-world challenges by designing and making purposeful, innovative solutions.
We encourage students to be innovative, reflect on their ideas, and refine their work through an iterative design process—researching, prototyping, testing, and improving. This approach helps them build resilience, independence, and a deep understanding of how design impacts the world around them.
Our curriculum is rooted in real-life contexts and encourages students to consider the needs, values, and experiences of others. We also make strong links with other subjects such as Maths, Science, Art, and Computing to give students a well-rounded foundation.
Further information
Key Stage 3
At Key Stage 3, Product Design at Tavistock College lays the foundation for creative thinking, practical capability, and problem-solving. Students are introduced to the core principles of design through hands-on projects that encourage them to explore materials, tools, and processes in a safe and supportive environment. They learn how to respond to real-world design briefs by researching user needs, generating ideas, and developing prototypes. The iterative design process is central to their learning—students are encouraged to test, evaluate, and refine their ideas continuously, building resilience and adaptability. Projects are carefully structured to develop technical skills such as measuring, marking out, cutting, shaping, and joining, alongside digital skills like CAD. As they progress through Years 7 to 9, students gain increasing independence and confidence, preparing them for the demands of GCSE Product Design. The curriculum also fosters an appreciation for sustainability, innovation, and the impact of design on everyday life.
Key Stage 4
At KS4, students follow the GCSE Design & Technology: Product Design course. This is a challenging and rewarding subject that builds on the skills and knowledge developed at KS3.
Students learn to:
- Investigate real-world problems and user needs.
- Develop and test ideas through sketching, modelling, and CAD.
- Make high-quality products using a range of tools, materials, and processes.
- Evaluate their work and refine it through an iterative approach.
The course includes a substantial Non-Examined Assessment (NEA) project, where students independently design and make a product in response to a contextual challenge. This is supported by theory lessons that cover materials, manufacturing, sustainability, and design history.
Key Stage 5
Post-16, students can continue their journey with A-Level Product Design. This course deepens their understanding of design principles, materials science, and the social, moral, and environmental impact of design.
Students undertake a major design-and-make project, applying the iterative design process to develop a solution to a real-world problem of their choice. They also explore advanced CAD/CAM techniques, user-centred design, and the role of innovation in industry.
This course prepares students for university, apprenticeships, or careers in design, engineering, architecture, and beyond. It also nurtures the independence, creativity, and problem-solving mindset that are essential in any future pathway.
Curriculum Plans
Curriculum time allocation
KS3 - 1 hour a fortnight
KS4 - 6 hours a fortnight
KS5 - 10 hours a fortnight
SEND Learner Experience in Design & Technology
Planning
Our planning is designed to help all students, including those with SEND, understand the world around them and apply scientific ideas to real-life contexts. Lessons are structured to foster curiosity, independence, and problem-solving. Schemes of work are carefully adapted to meet the diverse needs of learners, with specific strategies embedded to support SEND students. When planning, we incorporate:
- Silent retrieval starters, with adaptations (e.g., simplified language or visual prompts) to support learners.
- Building on prior knowledge, ensuring that gaps are identified and addressed through pre-teaching or reinforcement.
- Explicit teaching of vocabulary, using the Frayer model. We also ensure that students are aware of the vocabulary in their roadmaps and this is highlighted at the start of each lesson
- Explicit modelling with additional guided practice for those who need it.
- Deliberate practice time, with differentiated tasks and support materials.
- Scaffolding, such as sentence starters, writing frames, or visual aids, tailored to individual needs.
Before each lesson
We use ILPs/EHCPs, and reading age data to inform lesson planning. This ensures that teachers are aware of each student’s needs and can implement appropriate strategies. From this we then create a class plan to identify what the teacher will do to meet the needs of those students.
In department meetings, we share effective strategies for SEND inclusion and use quality assurance processes to monitor progress. We prioritise SEND students in our discussions and make reasonable adjustments as needed, in consultation with the SENDCo.
Entry routine
We use thresholding to create a calm, welcoming start to lessons, helping SEND students feel secure and ready to learn. Clear routines reduce anxiety and support predictability. Prompt, positive support is given to those who need help getting started.
During teaching
Most lessons follow a similar structure to reduce cognitive load for students. Modelling is embedded to ensure that students are aware of how to tackle tasks, with relevant scaffolds provided to students. Teachers communicate with TAs before and during lessons to ensure consistent support.
We ensure that circulation with specific check ins for SEND students takes place. Cold-calling is used to check understanding and provide immediate feedback, but only where appropriate and meets their ILP. If new or emerging needs are identified, we complete an initial concerns form and liaise with the SENDCo promptly.
After each lesson
English teachers will use evidence from live marking and student feedback to identify misconceptions / weaknesses that can be revisited next lesson.
If there is a specific concern - or if they have missed a lesson - SEND students should have a short 1:1 check-in, with either the Teaching Assistant or teacher.
Teachers may share follow-up resources or models of excellence via google classroom.
Teachers will award green boards for students who have worked hard and shown resilience.
After each assessment
Whole-class feedback includes models of excellence to inspire and guide all learners. We reflect on lesson outcomes and adjust future planning, often in collaboration with TAs, to ensure that SEND students continue to make progress.
Reading and literacy in Design & Technology
Subject contact
Mr Rob Moore
Mr Mark Savage