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Technology - Year 9

Mathematics - Year 7

Click here to return to our Technology curriculum home page

Below you will find more specific information about the curriculum in Technology for Year 9 students, explaining to you what students will learn, when, why and how. There is also information about how parents/carers are able to support students in their learning, extra-curricular opportunities in this subject and how it links to other subjects and the wider world.

Subject Key Concepts

                                                             #1 Creativity             #2 Planning          #3 Materials

                                                                     #4 Analysis        #5 Sustainable Futures

Please click here for Subject Key Concepts.

Curriculum Overview for the year

Year 9

Energy, Structures and Mechanisms 

Textiles - Character Hat


Architectural Models

Metal animal

3D CAD – Autodesk Inventor


Specific knowledge and skills

This topic involves looking at how electricity is generated, experimenting with structures such as bridges, and understanding common mechanisms


The following will be the focus:

  • How electricity is generated
  • Sustainable futures
  • How materials can be designed to be strong yet light
  • Experimenting with structures to build an efficient bridge
  • Looking at mechanisms to see how they work

Students will be introduced to making a fashion product in the form of a winter hat based on popular characters.



The following will be the focus:

  • How to use a tape measure to accurately take measurements.
  • Using measurements to draw from scratch oradapt a paper pattern.
  • Use of a sewing machine.
  • Build on existing hand sewing skills from year 8, use of back stitch to create appliqué. Some students may use a blanket stitch.
  • Understanding of environmental impact of textiles.
  • The difference between natural and synthetic fabrics

Students will learn to use raw meat products such as beef and cake making methods.


The following will be the focus:

  • Sauce making such as reduction
  • Shaping & combining
  • Whisking method
  • Raising agent - Mechanical aeration and chemical
  • Finishing techniques
  • All in one method


This topic involves designing and making a prototype model house.


The following will be the focus:

  • Understanding pros/cons of materials for modelling
  • Using a range of materials to make a prototype model house
  • Understanding pros/cons of materials for real buildings
  • Using a range of drawing techniques to communicate designs


Students will be introduced to health and safety in the metal work room whilst making a metal animal.


The following will be the focus:

  • Modelling prototypes
  • Marking out and cutting mild steel using tools such as scribers, engineer’s square, centre punch, ball pein hammer, hacksaw, guillotine and abrafile
  • Drilling using a pillar drill and machine vice
  • Using heat treatment processes such as brazing and forging
  • Dip coating

Students will build upon their 2D Design skills and then learn how to produce designs using 3D CAD


The following will be the focus:

  • Creating a design specification.
  • Time management of a task
  • Working with AutoDesk Inventor
  • Developing 2D/3D graphic skills
  • Assembly of component parts
  • Links to industrial design
  • How CAD can be used to model products

Key terms




Fossil fuels,







Measurement, tape measure, paper pattern, hand sewing, appliqué, back stitch, environmental impact, natural, synthetic.

Sauce making, gelatinisation, chemical and mechanical raising agents, whisking method, all in one method, evaluation.

Perspective, isometric, oblique, prototype, modelling, orthographic drawing.

Marking out, mild steel, brazing, forging, filing, hacksaw, oxide, dip coating.

CAD/CAM, 2Design software, circle, radius, parallel lines, contour bitmap, vectorise image, line thickness, line colours, text, text size and font style, copy, paste, sizing images, Autodesk 3D design, assembling components.

Key concepts





Sustainable futures



Sustainable Futures





Sustainable futures




Sustainable futures









Planning and knowledge

Testing and evaluation

Working with Materials

Knowledge and Planning

Working with materials

Testing & Evaluating

Planning and knowledge

Working with materials


Generating and developing ideas

Working with materials

Planning and knowledge

Generating ideas

Useful documents:

Please click here for a PDF of curriculum overview.

While this information covers a broad range of areas, please do get in touch with the Subject Leader Mrs Ellis if you have any questions.

Please click on the questions below to find out more.

How are groups organised?

Classes are mixed ability. Lessons are based on approximately 6 week rotations so that students have the opportunity to experience different areas of Design and Technology during their academic year. The students have four one-hour lessons per fortnight.

What characteristics does a successful student have in this subject?

The most successful students in this subject will enjoy working practically, will be passionate about creating useful products, will enjoy problem solving and working out how things are made.

How will students learn at this level?

  • Watching practical demonstrations
  • Practising different skills
  • Using the internet to support your learning
  • Trial and error when experimenting with different materials
  • Observing your peers
  • Develop analysing and evaluative skills

How will students’ learning be assessed at this level?

You will be assessed in two different areas during each rotation. You will use assessment sheets which will help to understand how you can progress in each area. Your teacher will also give you both verbal and written feedback during lessons.

When do key assessments take place?

Work is assessed at the end of each rotation. Each rotation is approximately six weeks.

How can parents/carers support students’ learning?

Encourage you to discuss your projects at home, perhaps research topics/recipes independently. Answer surveys and questionnaires, encourage you to watch design and manufacturing programme on the TV and visit exhibitions.

What equipment do students need for this subject?

  • Essential school equipment
  • Apron
  • The Faculty will support students with equipment if there is an economic need.

How does this subject link to other subjects?

  • Science and computing– investigations and programming
  • Maths – weighing & measuring
  • English – reading, writing, communication
  • Art – presentation and drawing skills
  • Geography – Food provenance
  • PSHE – Food choices

What websites or resources may be helpful to support students’ learning?



What extra-curricular or enrichment opportunities are available for students in this subject at this level?

  • We open our workshops to students at lunch and after school to work on your projects.
  • There is a textiles club you can join.
  • You can also help with other school events such as the school production!

What sort of careers can this subject lead to?

Too many to list here but they include:

Product Designer

All branches of engineering, Architect

Materials scientist, Aerospace, Car design, Mechanic, Carpenter, Food Styling, Chef, Food Journalism/PR, Nutritionist/Dietician, Buyer, Catering, Education, Environmental health, Hospitality, Sports science, Photography, Food science

What does student work look like in this subject at this level?

This part of the website is currently under construction 

How does this subject support a broad and balanced curriculum, meeting the needs of all students, and developing traditional core skills?

This part of the website is currently under construction 

How does this subject promote creativity, critical thinking, practice, perseverance and resilience, and making links?

This part of the website is currently under construction 

How does this subject encourage enrichment and the development of cultural capital, deep learning, and inclusivity?

This part of the website is currently under construction