The Technology Department staffing comprises eleven staff supported by two technicians and a purpose-built materials preparation area.

The Technology Department comprises ten well equipped rooms, seven with video projection facilities, and two computer open areas. Both of the networked computer areas offer access to a large range of technology software, including CAD/CAM and Commotion computer control equipment. Individual rooms have a main focus, e.g. Electronics/Pneumatics, Engineering/Resistant Materials and Graphic Products/Design.

Course Outline/Overview

Key Stage 3

The technology curriculum is taught through the delivery of four main units of work: Electronics, Craft, Control and Graphics. Each unit is formed into a scheme of work which can be improved and modified as required to allow for the introduction new technologies and ideas.

Throughout years 7, 8 and 9 the students are given every opportunity to develop their technology capability by undertaking a range of activities including: product investigation and evaluation, focused practical tasks and a number of design-and-make assignments.


Typical Year 7 projects and topics include:

• Decorative Key Fob – using acrylic and the plastic memory process and finding out how to use a range of hand tools safely
• Spinning Ornament – using acrylic, a range of hand tools and several new pieces of workshop machinery including the belt sander, pillar drill and polishing machine
• Ball Bearing Puzzle – using a combination of manufactured and natural wood along with Foamex and acrylic to produce a ball bearing puzzle
• Moving Cam Toy – following an introduction into the Input, Process, Output, Theory of Control and simple mechanisms the students design and manufacture of a wooden cam toy
• Book Mark – the students are introduced to CAD/CAM and use a simple 2D-design package to produce a decorative book mark for manufacture on the departments CNC machine
• Steady-Hand Game – an introduction to basic electronic theory leading to the production of a steady-hand game using a combination of resistant materials, graphics and electronics
• Desk Tidy – after learning some basic drawing, sketching and modelling techniques the students produce a model of a functioning desk tidy based on their design drawings

Typical Year 8 projects and topics include:

• Screwdriver – the students make a simple screwdriver with interchangeable bits using a combination MDF, dowel and aluminium. They are also introduced to the centre lathe
• Mobile Phone Holder – students design and make a decorative mobile phone holder using Foamex and/or acrylic. They use card modelling and nets to help produce a quality product
• Moisture Circuit – students build on their basic electronic component theory and practical skills by manufacturing a simple moisture-detecting product
• Programmable Dice – students are introduced to microcontrollers and especially the PICAXE chips and flow chart software. The finished product is a programmable dice
• ProDesktop – after being taught some enhanced drawing techniques the students research packaging and use the ProDesktop drawing package to produce 3D rendered images of their imaginative packaging ideas

Typical Year 9 projects and topics include:

• Multi-Tool – students use both ferrous and non-ferrous metals to produce a useful multi-tool that must contain at least four different features. They are shown a range of measuring and marking out techniques and use a number hand tools with the emphasis on accuracy and quality
• Decision Maker – students again use a centre lathe and are introduced to the brazing hearth where they use a hard-soldering process to join together the brass component parts of their spinning decision maker/dice. Here again the project involves accuracy and precision with measuring, marking out and assembly if the finished product is to function correctly
• Electronic Decision Maker – taking a big step up on their basic electronic circuit theory, the students are introduced to the 555 IC and especially its use as an astable multivibrator. There are also a number of detailed assembly tasks to complete in order to produce a quality finished product
• Pneumatics – here the students use PIC basic to develop their computer programming skills and use pneumatics for the first time to produce a moving display combining a range of valves, cylinders and air muscles
• Trophy Project – the students use a number of graphic-design techniques to help them arrive at a trophy for their chosen field. They then have to produce a finished 3D model of their design using Styrofoam and other modelling materials

Key Stage 4

In years 10 and 11 all students are selected for one of two compulsory GCSE subject areas. At the moment these two areas are GCSE Electronic Products and GCSE Industrial Technology. Students are chosen for their particular GCSE based primarily on their performance in the subject throughout KS3. The department also offers GCSE Graphic Products as an option and BTEC Engineering, which is worth the equivalent of four GCSE pass grades.

GCSE Electronic Products
GCSE Syllabus: OCR Electronic Products

This course provides opportunities for the students to develop an awareness of the nature and significant importance of Design and Technology in a rapidly changing society. It enables candidates to develop their application of knowledge, skills and understanding of Electronic Products within an overall design-and-make-based approach.

This is a practical subject, based on students carrying out design-and-make activities. Outcomes will be produced using Software packages, such as Crocodile Technology, Live Wire, Circuit Wizard and PIC Axe. The end result should be a thorough design folio and a fully functioning practical prototype product of marketable quality.

Students will need to demonstrate their design and technology through acquiring knowledge and skills of:

• Materials, components, processes, techniques and industrial practices
• Designing and making quality products as prototypes, realising the implications for batch and mass production
• Presentation — demonstrate a variety of techniques, including CAD/CAM manipulation
• Evaluate the effect of technology on society
• Mathematical skills — calculations are necessary

GCSE Resistant Materials Technology
GCSE Syllabus: OCR Resistant Materials Technology

This course provides opportunities for candidates to develop an awareness of the nature and significant importance of Design and Technology in a rapidly changing society. It enables candidates to develop their application of knowledge, skills and understanding of materials and processes within an overall design-and-make-based approach.

GCSE Graphic Products

GCSE Syllabus: AQA Graphic Products


This is a practical subject, based on students carrying out design-and-make activities. Outcomes will be produced in card, foam board, high-density polystyrene, plastics and modelling woods.

Students will need to demonstrate their design and technology through acquiring knowledge and skills of:

• Sketching – produce 2D and 3D freehand drawings
• Enhancement – using pens, pencils, to add visual impact
• Presentation – demonstrate a variety of techniques, including CAD/CAM manipulation
• The production of prototypes and models, using the materials listed above

ICT will be used appropriately, ranging from simple word processing, DTP, producing graphs and charts, to using a CAD/CAM router, vinyl and laser cutter.

BTEC First Diploma in Engineering
Examination Board – EDEXCEL

This is a vocational course with no examinations and is spread over two years and 360 guided learning hours. It gives the students the opportunity to develop a range of skills and techniques, personal qualities and attitudes essential for success in a work-based environment. Although this is classed as an option subject there is a need to offer or direct students who will benefit most from achieving this type of qualification.

The course consists of six units of study spread over two years. There are four compulsory units and two specialist units which will/can be chosen to match the teaching strengths available within the department. Whenever possible the units are delivered through practical work with an emphasis on a work-based engineering context. Each unit is assessed through a number of internally set and marked assignments, which are then externally verified by the exam board.

There are Learning Outcomes to accompany each unit and these clearly state what the students should know, understand or be able to do when they have completed the unit.

Young Apprenticeship Scheme

An additional course available to selected BTEC students is the Young Engineering Apprenticeship Scheme, which allows the students to attend a work-based training provider for five hours each week for two years. At the end of the scheme students can move straight into employment or possibly continue their education by gaining entry to Sixth Form.

Key Stage 5

There are two A-Level or equivalent qualifications offered at Key Stage 5. The single Technology A-Level in Systems and Control or the BTEC National Certificate award, worth two A-Level grades.

Advanced GCE: Systems and Control Technology
Syllabus: OCR

The course is designed to offer students opportunities to study, propose and realise prototype solutions to real-world problems. Students have to demonstrate knowledge and understanding of the world of Designing and Making. They can also demonstrate their own technological capability through the design and make of a quality outcome.

Some of the areas that will be studied include:

• Identification of suitable opportunities on which to base their design
• Materials chosen for the production of an appropriate product
• Appropriate components, electrical, electronic, pneumatic and mechanical
• A range of manufacturing methods and their control systems
• Social, moral, cultural and ethnic issues related to technological decisions
• Constraints that economic and ergonomic factors place on design decisions

Students should be able to:

• Demonstrate knowledge and understanding of technological processes and systems
• Present ideas using a variety of different media
• Design, make, test and evaluate solutions to satisfy design needs
• Demonstrate a sound knowledge of manufacturing technologies
• Demonstrate understanding of the mathematical and scientific concepts that underpin technological design-making decisions
• Show an interest in and enthusiasm for the work required in meeting design challenges

BTEC National Certificate in Engineering
Examination Board – EDEXCEL

The course is intended to offer suitable students who have an inclination that they wish to follow an engineering future, a fully vocational method of achieving a Level-3 qualification broadly worth the equivalent of two GCE A-Levels. There are 12 units of work spread over two years and a minimum of 720 guided learning hours with no examinations. There is the equivalent of six core units and six specialist units, chosen depending on the teaching strengths of the department. Whenever possible the units are delivered through practical work with an emphasis on a work-based engineering context. Each unit is assessed through a number of internally set and marked assignments, which are then externally verified by the exam board.
There are Learning Outcomes to accompany each unit and these clearly state what the students should know, understand or be able to do when they have completed the unit.

Student Apprenticeship Scheme

An additional course available to selected BTEC students is the Student Engineering Apprenticeship Scheme, which allows the students to attend a work-based training provider one day a week for two years. At the end of the scheme students can move straight into employment or possibly continue their education by gaining entry to university.