Dronfield Henry Fanshawe School - Design and Technology

Welcome to the faculty of Design and Technology

Hello – as curriculum leader, I would like to welcome you to the Design and Technology Faculty. We are a well-resourced faculty in terms of equipment and facilities and because of this can offer a broad curriculum from KS3 to KS5. Students make excellent progress with us here and the achieve above national attainment figures. We have a strong and enthusiastic team of specialist teachers and support staff to guide and encourage students through their learning.

Students tell us they appreciate and understand the importance of the design and technology subjects, not only developing skills and knowledge within each material area, but also those important employability skills of communication, organisation, teamwork and logical thinking. They tell us that they enjoy the active and engaging lessons and feel challenged to stretch their own understanding of processes, materials and the world around them. It is a faculty where all of the school curriculum areas can be applied, and this learning put into practice.

We are surrounded by opportunity here in the town. Dronfield has a proud industrial heritage centred around the coal mining industry, the wool trade, the production of soap and steel, and engineering – linked closely with the trades of our neighbouring city of Sheffield. There are a wide range of engineering and manufacturing industries successfully operating in the town today. The location also affords us access to the agricultural and food business sector, being surrounded by the Peak District National Park. It is wonderful to have local food producers and restaurants that cater for a wider range of consumers and provide fantastic choice. The faculty has a long history of working with partners in the industry and further education to provide engaging experiences and give context to student learning.

The Design and Technology Faculty provides a curriculum that is planned to prepare learners for the wide range of career and further education opportunities that exist in the sector. We want to develop the understanding, skills and knowledge of our students that we know employers seek here in Dronfield, across the whole of the UK and beyond.

Please use the information here on the website to find out more about the design and technology faculty and our provision.

Kind regards,

Mr Thompson

Design and Technology: Vision Statement

Design and Technology is a valuable, enriching subject within today’s modern world and provides challenge and deep knowledge for all. It enables students to be successful by drawing upon knowledge learned across the whole school curriculum so they can actively contribute to the creativity, culture, diversity, health and wellbeing of themselves, their community and the world in which they live.

Design and Technology: Design Rationale

Our curriculum is focussed on two main areas: Design and Technology and Food and Nutrition. Our big ideas of sustainability; material science; health and wellbeing; and provenance flow through each key stage.  

In Design and Technology, students are encouraged to use their creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts. We look to draw upon the work of others throughout history, providing opportunities for them to critically reflect upon, evaluate and develop their designs. 

In Food and Nutrition, students will develop their knowledge and understanding of food nutrition and health; food science; food safety; food choice and provenance. Along with this they will strengthen preparation skills and have a good understanding of hygiene, cooking techniques, and sensory characteristics. 

There will be opportunities to draw upon and use their knowledge and skills from a wide range of other disciplines from across the school to give their learning purpose and relevance and enable thorough reflection of their work. 

Big Ideas

The fundamental concepts that guide our curriculum delivery in Design and Technology are encapsulated by the ‘big ideas’. These ideas are essential to enable students to achieve success in Design and Technology and align with the overarching school philosophy of ‘success with care’. The four significant concepts are: Health and Well-being, Sustainability, Material Science, and Provenance.

These ideas flow through the whole of Key stage 3 to 5 and enable students to develop a broad appreciation of the sector and understand its value to the nation and beyond. The allow links to real life and draw upon knowledge and skills developed in lessons across the whole school curriculum.

Key Concepts

The Design and Technology faculty empowers students to actively participate in the school’s 3 Rs attitude to learning initiative (resilience, reflection, and responsibility) while recognising and nurturing key attributes that contribute to a successful design and technology student. We strongly believe that our broad and inclusive curriculum enables students to experience and explore additional traits that are critical for their employability and further education, such as reasoning, recognition, and realisation. We call these the 6 Rs.

Facilities

The facilities provided within the faculty play an important part in encouraging our students to achieve in terms of making all possible opportunities accessible. Most rooms are used for specific material areas.

Food Preparation and Nutrition: E14, E15 and E22
Design and Technology – Art Textiles: E20, E23
Engineering: E17
Design and Technology – Resistant Materials: E18, E19, E21a, E21b
Product Design: E19
ICT Resources can be found in three areas in the faculty: E16, E20 and E25

Teaching staff

Our Design and Technology faculty is fortunate to have a team of creative and innovative staff who are passionate about their subject. They bring a wealth of expertise and subject specialism to the classroom, which helps to inspire and motivate our students to reach their full potential.

Mr S Thompson (Head of the Technology Faculty – Food Preparation and Nutrition)
Mrs J Tattersall (Assistant Curriculum Leader – Design and Technology; Art Textiles; Fashion and Textiles) 
Mrs C Walshaw (Assistant Curriculum Leader – Engineering; Product Design)
Mrs D Birch (Design and Technology: Timbers)
Miss S Thompson (Food Preparation and Nutrition)
Mrs F Wilders (Food Preparation and Nutrition)
Mr V Griffith (Engineering)
Mr R Shaw (Engineering)
Ms R Swindell (Design and Technology: Timbers / Textiles; Product Design; Fashion and Textiles)

The support staff play a crucial role in facilitating the learning and teaching processes within the faculty, ensuring that all students’ requirements are met. They are a great asset to the faculty and bring industry experience and skills to the teaching and learning.

The following technicians are a part of our team:

Mr. R Pigott (Food Preparation and Nutrition) 
Mr. R White (Design and Technology) 
Mrs. C Ryan (Food Preparation and Nutrition) 
Mrs. C Gascoyne (Design and Technology – Textiles)

Key Stage 3

At the Key Stage 3 level, we offer our students a diverse range of avenues to explore the national curriculum for design and technology. Our dynamic and inventive schemes of work are contextualised, enabling students to hone their abilities and stimulate their creativity. These experiences furnish students with practical skills and real-life insights that prepare them well for Key Stage 4 and beyond.

Across Years 7 and 8, students rotate through specific material areas every five weeks undertaking a range of projects in the different areas of DT.

These modules provide students with the chance to apply their knowledge and skills to a genuine real-world problem or situation.

In year 9 we provide extended projects for design technology, textiles and food & nutrition for students to experience the subjects prior to them making their option choices for GCSE. We want students to find subjects that fit with their future needs.

Year 7

(Double period)

DT – Encouraging Sustainability and Biodiversity

Context: The understanding of sustainability and biodiversity is important for designers and manufacturers to help support local wildlife.

How can small structures like bug hotels make a meaningful impact on local biodiversity, and why is it important to use sustainably sourced materials when building them?

This practical 5-weekproject is designed to immerse students in the interconnected themes of sustainability, biodiversity, and traditional woodworking techniques. Through a hands-on approach, learners explore the environmental significance of bug hotels and their role in supporting local ecosystems, particularly pollinators and decomposers. By engaging with real-world environmental issues, students develop a sense of responsibility and agency, aligning with broader school values around global citizenship and stewardship.

DT Textiles -Pugly Doll
Context: When designing a textiles product, it can be challenging to avoid design fixation.

Can you look to the work of others to inspire your designing and making whilst considering sustainability?

This project allows students to design and hand-make a small decorative textile Pugly Doll. Students will gain foundational skills in hand applique, embroidery, and textile design. The module introduces textile materials (synthetic fibres and knitted fabrics). The outcome will reflect a personalised, creative and skill-based textile item. The scheme supports the DHFS vision of developing caring, confident, responsible learners, while encouraging creative thinking and appreciation of materials and sustainability. This project guides students through the creative and practical steps, including scruffiti ideation, safe use of tools, and understanding iterative, collaborative and user-centred design.

DT – Drawing and Communication Skills

Context: Develop ways to communicate design ideas visually through freehand isometric drawing and rendering techniques

This project introduces students to 3D drawing and rendering techniques using freehand isometric drawing. Students will learn to visually communicate design ideas and develop a final rendered design solution based on a brief. Emphasis is placed on design communication, visual appeal, and modelling skills.

Food Preparation and Nutrition

Context: Healthy Body, Healthy Mind

Students learn foundational cooking skills, hygiene, food safety, and nutritional principles, establishing strong, responsible habits and independence. They develop confidence through practical tasks, fostering resilience and reflection (the DHFS 3Rs). Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. This includes:

Understanding and application of the principles of nutrition and health
Cooking a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet
Becoming competent in a range of cooking techniques (for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes)
Understanding the source, seasonality and characteristics of a broad range of ingredients

(Single period)

D&T Desk Organiser

Context: Manufacturing processes are developing all the time. To ensure repeatability and accuracy, computer aided design and manufacture are used.

Can you design and make a product using CAD/CAM?
Students will design and manufacture a desk organiser using acrylic sheet. They will use Techsoft 2D Design to create a net, which will be laser-cut and formed using a strip heater. The focus is on understanding polymers, CAD/CAM processes, sustainability through material nesting, and small-batch production techniques.

DT Textiles- Embroidered Card

Context: Encouraging creativity and skill development while exploring the work and inspiration of textile artists

This project introduces students to hand embroidery techniques through the creation of an embroidered card. Students will explore textile artists such as Holly Levell, learning about their inspirations and techniques. They will develop their own design ideas, apply embroidery skills, and evaluate their outcomes.

What can we learn from artists like Holly Levell about storytelling through textiles?

DT Chocolate mould
Context: Bullion Chocolate Makers are a ‘Bean to Bar’ Chocolate Factory & Café, based in Kelham Island in Sheffield. Can you design and make a new packaging to showcase a new range of chocolate?

This project enables students to explore the design and manufacturing process for a chocolate product, using vacuum forming and thermoplastics. It introduces students to Fairtrade, cocoa production, packaging design, and mould making.

Students will apply knowledge to create a chocolate product and its packaging, while developing skills in evaluating and reflecting on their work.

Year 8

DT Crumble

In this module students develop their understanding of what programming is, to be able to explain what a sensor is and give real world examples to be able to identify + and – connections and how to connect components to the microcontroller. They are provided with two contexts that are focused on problem solving using everyday issues.

Context 1- Safety is an ongoing development of the automotive industry, as the size of cars increases parking can become a challenge in space-limited cities. You will need to help develop an automatic parking system that can help drivers and improve safety.

Context 2– Global warming has resulted in a rise in temperature and can lead to sudden temperature increases and as a result people sometimes forget to leave a window open for their pets when they are left in a car. Can you help develop a system that can lower the windows when a certain temperature is reached.

DT Timbers

In this module students design and make a wall-mounted coat hook that is both practical and attractive. Students focus on cutting, shaping, drilling, assembly, and finishing techniques. The hooks will be mounted onto a wooden backplate, incorporating woodworking skills alongside metalworking.

Context:

As part of a school improvement initiative, your school wants to update the cloakroom and classroom storage areas. One issue they’ve identified is that students don’t have enough space to hang their coats, bags, or PE kits neatly. This often leads to cluttered hallways and lost items.

Students develop skills in the design process and understand why creating a range of designs is important.
Develop technical understanding of manufacturing processes, including material and tool selection.
To understand provenance of raw materials.
To have a clear understanding of health and safety.

DT Monster Maker

Students are introduced to 3D printing and how it is used within the real world. They design their own character using 3D modelling software and learn how to export files and send them to the 3D printer. The module incorporates a key focus on CAD/CAM.

Students develop their understanding of how CAD can be used in the real world to create products and solve problems
How to use Tinkercad to design a Monster character that shows understanding of how to join simple shapes to make more complex designs
How layering is used to create 3D designs.

In this module students are given the task to design and make a limited-edition piece for a local craft shop using metal casting. Students are given the choice of theme, and must develop advertisement to support their product.

Students learn about;

CAD – Using 2D Design to draw out the design ready for manufacture
The laser cutter
Categories of metals.
Properties of metals.
About MDF and why is it suitable for casting with Pewter.
Health and safety and PPE.

DT Sustainability

Through a mix of research, practical investigation, and design activities, students explore how sustainability is integrated into engineering, product design, manufacturing, and textiles. They use their knowledge to develop a final concept for a sustainable product.

Students explore how sustainability is tackled in engineering, product design, manufacturing, and textiles. Through group research students explore renewable and non-renewable energy sources, comparing solar, wind, hydro, nuclear, and fossil fuels students identify advantages and disadvantages of each. They look at the 6Rs principles, investigate waste in processes, planning for minimal waste and look into fast fashion, textile waste and design within a circular economy.

DT Textiles

Context: In this teaching module, students dive into the world of art textiles through the creation of personalised pencil cases. Drawing inspiration from various textile art techniques and artistic styles, they explore the design and fabrication process to produce unique and expressive pencil cases.

The module develops and supports the school’s vision of creating students that are responsible, resilient and reflective. Through research of a contemporary textile artist trialling textile techniques students generate concept sketches for a pencil case design inspired by their chosen artist. They select and apply at least three decorative textile techniques and demonstrate skill and creativity in the execution of these techniques on fabric and construct a fully functional pencil case with a secure zip and neat finishing.

Students develop their understanding of 3D structures and their relationship with the 2D shape through the analysis of existing products; pattern drafting, lay planning, cutting out and manufacturing using a variety of machinery and equipment.

Through the revisiting of health and safety in the workshop, the law and BSI students build on the textile techniques they have individually used in Y7 developing their fine motor skills in textile printing techniques.

Food Preparation and Nutrition

Context: When preparing and buying meals it can be challenging to find foods that provide a balance of nutrients.

Can you plan dishes which focus on incorporating specific nutrients into the diet?

As part of their work with food, pupils will be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. This includes:

Understanding and application of the principles of nutrition and health
Cooking a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet
Becoming competent in a range of cooking techniques (for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes)
Understanding the source, seasonality and characteristics of a broad range of ingredients

Year 9

Food Preparation and Nutrition

Context: Appreciating and understanding where food comes from and how it behaves when we cook with it is important.

Learning about biodiversity and the impact that a consumer society has on natural resources and the environment.

Understanding and application of the principles of nutrition and health
Cooking a repertoire of complex, predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet
Becoming competent in a range of cooking techniques (for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes)
Understanding the source, seasonality and characteristics of a broad range of ingredients.

DT – Timbers

Context: Students design and make a portable seating solution for a festival event, the seat needs to be able to be stored and carried flat, including interesting and unique designs.

As part of their work in DT pupils will be taught about sustainability factors, including different types of renewable material. They will learn to select and identify appropriate tools and equipment’s to manufacture a portable chair, whilst learning about different wood joints and how to connect materials together. Students will also learn about computer aided design (CAD) to create working drawings for their portable chair.

DT Textiles

Context: Students have been commissioned by The Portable Chair Company to design and make a commercially viable prototype sleeve for the chair you will make in DT Timbers.

This Y9 textiles module immerses students in a broad exploration of surface decoration, fabric manipulation, and iterative design. Learners will research, design, and construct a unique and functional chair sleeve suitable for their portable seating. They will use various textile techniques (Batik, Lino Printing, Fabric Painting, Block Printing, CAD Embroidery, Applique, Hand Embroidery) to personalise their products. Students will be introduced to scales of manufacture within the fashion industry.

Key Stage 4

At KS4 we offer students the opportunity to study: Design and Technology: Timbers;

Art Textiles; Engineering; and Food Preparation and Nutrition.

Key Stage 4 for our students begins in Year 10. Each class getting five periods over a two week timetable. We offer a variety of GCSE courses in order to cater for the individual learning needs of our students.

We know these are important subjects for students to study for several reasons:

Develops Practical Skills: These subjects provide students with the opportunity to develop practical skills, such as design, engineering, and cooking, which are essential in everyday life and for future careers.

Fosters Creativity: DT and Art Textiles encourages students to think creatively, find solutions to problems, and develop their innovative abilities. Similarly, studying food allows students to explore their creativity through cooking, presentation, and experimentation with flavours.

Promotes Healthy Living: Food preparation and nutrition educates students about healthy eating habits, making them aware of the importance of consuming a balanced diet, and understanding the nutritional values of different foods.

Improves Critical Thinking: DT and Food Preparation and Nutrition require students to analyse and evaluate their work, encouraging them to think critically, make decisions, and justify their choices.

Enhances Employability: These subjects provide valuable skills that are sought-after by employers, making students more attractive in the job market. For example, DT students can acquire skills in product design, prototyping, and manufacturing, while Food Preparation and Nutrition students can develop their culinary and food hygiene skills.

The links to our course specifications can be found here: 

GCSE Food and Nutrition; GCSE Food preparation and Nutrition 8585 | Specification | AQA

GCSE Design Technology; GCSE Design and Technology 8552 | Specification | AQA

GCSE Art Textiles; GCSE Art and Design 8204 | Specification | AQA

GCSE Engineering; GCSE Engineering 8852 | Specification | AQA

Key Stage 5

At Key stage 5 we offer: Design and Technology: Product Design and Design Engineering; Fashion and Textiles; Diploma in Food Science and Nutrition.  These course are delivered over five single period lessons in the week 

There are several reasons why students should consider taking these courses: 

Career Opportunities: A levels in these subjects can lead to a wide range of career opportunities. Engineering A levels can lead to careers in civil engineering, mechanical engineering, electrical engineering, and many more. Product Design A levels can lead to careers in product design, industrial design, and graphic design. Fashion A levels can lead to careers in fashion design, merchandising, and marketing. Food Science A levels can lead to careers in food technology, nutrition, and quality control. 
Further Education: A levels in these subjects can provide students with the knowledge and skills needed to pursue further education in related fields. For example, students who study Engineering A levels may go on to study engineering at university. 
Problem-solving Skills: These A level subjects all require students to think critically and solve complex problems. This can help students develop important problem-solving skills that are applicable in many areas of life. 
Practical Skills: These A level subjects often involve practical work and hands-on learning, which can help students develop practical skills that are valuable in many careers. 
Personal Interest: If a student has a personal interest in any of these subjects, then studying them at A level can provide a deeper understanding and appreciation for the subject matter. This can lead to a greater sense of personal fulfilment and enjoyment in their studies.

The links to our course specifications can be found here:

AQA Product Design: Fashion and Textiles: AQA | A-level | Design and Technology: Fashion and Textiles | Specification at a glance 

OCR Design and Technology: Design Engineering: A Level Design and Technology H404-H406 Specification (ocr.org.uk) 

OCR Design and Technology: Product Design: A Level Design and Technology H404-H406 Specification (ocr.org.uk) 

WJEC Level 3 Diploma Food Science and Nutrition: wjec.co.uk/umbraco/surface/blobstorage/download?nodeId=5446 