Department overview

Technology is a stimulating, challenging, and practical subject. Through creativity and imagination, students from all backgrounds and ability levels are supported to design and create products that address real and meaningful problems across a range of contexts, taking into account their own needs as well as those of others. They develop a wide base of knowledge and draw upon areas such as mathematics, science, engineering, computing, and art. Students build a strong understanding and use of subject-specific vocabulary linked to key areas of learning. They are encouraged to take risks and become resourceful, innovative, and enterprising individuals, as well as respectful and compassionate members of society. Technology plays a vital role in contributing to the nation’s creativity, culture and prosperity. Throughout their learning, students develop essential reading skills such as clarifying, predicting, questioning, and explaining, particularly in relation to materials and processes.

Key Stage 3 curriculum

Students are inspired to become creative, confident, and capable problem-solvers who can design and make purposeful products for real-world contexts. The curriculum is designed to equip all learners, regardless of background or ability, with the knowledge, skills, and understanding needed to think critically, work practically, and innovate responsibly. Students will develop a strong foundation in core technical knowledge, including materials, processes, and systems, while drawing on principles from science, mathematics, engineering, and computing. They will be encouraged to take creative risks, explore ideas, and refine their work through iterative design processes. Through this, learners become resilient, resourceful, and reflective.

A key focus is on developing students’ ability to consider the needs, values, and perspectives of others, fostering empathy and responsible design thinking. Students will also build essential literacy skills, using subject-specific vocabulary to communicate ideas clearly and effectively in both written and verbal forms. Ultimately, the curriculum aims to prepare students to participate in an increasingly technological world, understanding its impact and contributing positively to society, culture, and the wider environment.

Key Stage 4 curriculum

KS4 Engineering:

The intent of the Key Stage 4 Engineering Design curriculum is to equip students with the knowledge, skills, and confidence to solve real-world problems through creative and analytical thinking. The course is designed to inspire curiosity about how engineered products and systems are developed, while fostering a strong understanding of the design process, materials, and manufacturing techniques. Students will build a solid foundation in core engineering principles, drawing on mathematics, science, and technology to inform their decisions. They will learn to investigate problems, generate and communicate ideas effectively, and develop practical solutions that meet specific user needs and constraints. Emphasis is placed on developing resilience, independence, and a willingness to take informed risks.

Through a balance of theory and practical application, students will gain hands-on experience in designing, modelling, and evaluating products. They will also develop critical thinking skills, enabling them to assess the impact of engineering on society, the environment, and the economy. Ultimately, the curriculum aims to prepare students for further study, apprenticeships, or careers in engineering and related fields, while nurturing innovative, responsible, and capable individuals.

KS4 Construction:

The intent of delivering Key Stage 4 Construction in the Built Environment is to provide students with a strong foundation of knowledge, skills, and understanding relevant to the construction industry. The curriculum is designed to inspire learners by linking theoretical concepts with practical application, enabling them to explore real-world construction scenarios and develop problem-solving abilities. Students will gain insight into key areas such as materials, methods, sustainability, health and safety, and the roles within the built environment sector. Through this, they will develop technical vocabulary, analytical thinking, and an understanding of how construction impacts society, the economy, and the environment.

The course aims to build confidence, resilience, and independence, encouraging learners to take ownership of their work and apply their knowledge creatively. It also promotes employability skills such as teamwork, communication, and time management, preparing students for further education, apprenticeships, or careers within the construction industry. Ultimately, the curriculum seeks to develop informed, responsible, and skilled individuals who appreciate the importance of the built environment and are equipped to contribute positively to its future.

KS4 Food

The intent of the Key Stage 4 Hospitality and Catering curriculum is to equip students with the knowledge, understanding, and practical skills needed to succeed in a dynamic and ever-evolving industry. The course is designed to inspire creativity, independence, and resilience, while developing an appreciation of nutrition, food safety, and the principles of healthy eating. Students will gain a strong foundation in both theoretical and practical aspects of hospitality and catering, including food preparation, cooking techniques, menu planning, and customer service. The curriculum promotes the development of essential life skills such as organisation, time management, teamwork, and problem-solving, all of which are transferable beyond the classroom.

Learners are encouraged to understand the impact of the hospitality industry on society, the economy, and the environment, fostering responsible and informed decision-making. Through engaging, hands-on experiences, students build confidence and competence in producing a range of dishes safely and hygienically. Ultimately, the course aims to prepare students for further education, apprenticeships, or careers within the hospitality and catering sector, while nurturing a lifelong interest in food, nutrition, and healthy living.

Key Stage 5 curriculum

KS5 Engineering

Our intent in delivering Level 3 BTEC National in Engineering is to provide a rigorous, applied and industry-relevant programme that equips learners with the knowledge, skills and behaviours required for progression into higher education, apprenticeships or employment within the engineering sector. The curriculum is designed to blend theoretical understanding with practical application, enabling students to develop competence in core engineering principles, mathematical techniques and scientific concepts. Learners will engage in authentic, project-based assessments that reflect real-world engineering challenges, fostering problem-solving, critical thinking and technical communication skills. We aim to develop confident, resilient and reflective learners who can work both independently and collaboratively.

The programme also emphasises health and safety, sustainability and professional standards, ensuring learners understand their responsibilities as future engineers. Strong links are made to industry practice to enhance relevance and aspiration. Through high-quality teaching, support and enrichment, students will be encouraged to achieve their full potential, develop curiosity for engineering innovation and progress successfully to their chosen next steps. We continuously review and refine the curriculum to ensure it remains current with industry developments and meets the evolving needs of learners and employers.

KS5 Product design

The intent of delivering A Level Product Design is to provide a rigorous and engaging curriculum that develops students’ creativity, technical understanding, and problem-solving skills. Students will be encouraged to explore real-world design challenges, applying knowledge from mathematics, science, engineering and art to design innovative and functional products. The course aims to build independent learners who can research, analyse, and evaluate existing designs while developing their own ideas through iterative design processes. Students will gain hands-on experience using a range of materials, tools, and digital technologies to produce high-quality prototypes and final outcomes. The intent is also to develop critical thinkers who understand sustainability, ethical design, and the impact of products on society and the environment. Ultimately, the course prepares students for further study, apprenticeships, or careers in design, engineering, and creative industries, equipping them with transferable skills for lifelong learning. In addition, students are taught to communicate design ideas effectively, reflect on feedback and refine outcomes through continuous iteration, ensuring user-centred and safe design solutions that meet identified needs and expectations. It promotes curiosity, innovation resilience and confidence in design thinking.

Catholic Social Teaching

In Technology, we live out our mission statement and promote the Catholic ethos of the school by helping students build real-life skills and reflect on their faith as they prepare for adulthood. We show faith, hope and love by helping students grow stronger through challenges and creating a safe, respectful space. Catholic social teaching is shown in how we care for each other and our environment. Students use specialist equipment respectfully and learn to support one another, by building resilience as they strive for success. We focus on inclusive design and sustainability, encouraging students to care for others and make the world better.

Enrichment opportunities

STEM club offered to year 7- 11. This club runs on Monday afternoons 2.50-3.50pm

Curriculum road map

Year 7

Each subject area will carousel between three subject areas, each lasting 13 weeks/ lessons duration.

Food — Subject area 1

• Kitchen health and safety — Video resource
• Food practical tasks, mixing and combining ingredients. Tasks recorded in exercise book and recipe guides available in class to help students achieve outcomes.
• Food studies. Diet, nutrition and culture. — Video resource 1; Video resource 2

Materials — Subject area 2

• Workshop safety and methods of research. — Video resource 1; Video resource 2
• Designing through sketching in 3D — Video resource
• Manufacture and Evaluation of the toy train product. — Evaluation resource

Systems — Subject area 3

• Workshop safety and methods of research. — Video resource 1; Video resource 2
• Designing through sketching in 3D. Vacuum forming process, biomimicry and circuits and components. — Video resource
• Manufacture and Evaluation of Moisture Sensor Product — Evaluation resource

Year 8

Each subject area will carousel between three subject areas, each lasting 13 weeks/ lessons duration.

Food — Subject area 1

• Kitchen health and safety — Video resource
• Food practical tasks, mixing and combining ingredients. Tasks recorded in exercise book and recipe guides available in class to help students achieve outcomes.
• Food studies. Diet, nutrition and culture. — Video resource 1; Video resource 2

Materials — Subject area 2

• Workshop safety and methods of research. — Video resource 1; Video resource 2
• Designing through sketching in 3D. Mechanisms and motion. — Video resource
• Manufacture and Evaluation of the mechanical toy product. — Evaluation resource

Systems — Subject area 3

• Workshop safety and methods of research. — Video resource 1; Video resource 2
• Designing through sketching in 3D. Design movements, circuits and components. — Video resource
• Manufacture and Evaluation of the mood lamp Product — Evaluation resource

Year 9

Each subject area will carousel between three subject areas, each lasting 13 weeks/ lessons duration.

Food — Subject area 1

• Kitchen health and safety — Video resource
• Food practical tasks, mixing and combining ingredients. Tasks recorded in exercise book and recipe guides available in class to help students achieve outcomes.
• Food studies. Diet, nutrition and culture. — Video resource 1; Video resource 2

Materials — Subject area 2

• Workshop safety and methods of research. — Video resource 1; Video resource 2
• Understanding working drawings and dimensions to engineer a replica of a phone holder. — Video resource
• Manufacturing and evaluation of the aluminium phone holder product. — Evaluation resource

Systems — Subject area 3

• Workshop safety and methods of research. — Video resource 1; Video resource 2
• Designing room layouts through drawing interior plan views to scale. — Video resource
• Manufacturing and evaluation the scaled architectural bungalow model. — Evaluation resource

Useful websites

Careers