Design Technology & Construction
RATIONALE
The Design Technology and Construction curriculum at Cloughwood Academy exists in its current form to meet the specific needs of our learners by offering a structured, hands-on, and vocationally relevant educational experience. Many of our pupils respond best to practical, kinaesthetic learning that builds confidence, sustains engagement, and delivers clear, tangible outcomes.
The curriculum is carefully scaffolded through progressive, skill-based projects—beginning with foundational techniques and advancing to more complex joinery. This approach supports the development of both technical ability and essential personal qualities such as resilience, independence, teamwork, and problem-solving.
It addresses the need for a meaningful progression route by providing access to industry-recognised qualifications, such as the Level 1 Construction award. Crucially, it also equips pupils with practical life skills and workplace readiness, ensuring they are better prepared for further education, employment, and independent adult life.
INTENT
At Cloughwood Academy, our Design Technology and Construction curriculum is designed to be inclusive, structured, and purposeful. It aims to inspire pupils through practical, hands-on learning that builds confidence, technical skills, and independence over time.
Our intent is to:
- Engage pupils through meaningful, kinaesthetic experiences that foster curiosity, motivation, and pride in their work.
- Build technical knowledge and craftsmanship by progressively teaching core construction skills—from basic hand tools and butt joints to more advanced techniques such as mortice and tenon joints.
- Develop personal and social skills such as teamwork, communication, resilience, and problem-solving—key competencies for both personal development and the workplace.
- Provide clear progression pathways, leading to industry-recognised qualifications such as the Level 1 Award in Construction at Key Stage 4, and opportunities to further specialise at Key Stage 5.
- Support SEMH needs by creating a safe, structured environment where pupils can experience success, develop self-esteem, and prepare for independent adult life.
- Ensure real-world relevance by linking learning to practical, employable skills valued by future employers and post-16 providers.
Ultimately, our curriculum prepares pupils for life beyond school—whether in further education, employment, or training—by equipping them with the skills, knowledge, and confidence to succeed in a practical and ever-evolving world.
IMPLEMENTATION
A typical week in D&T and Construction combines practical work with design and theory. Lessons often start with a quick demo or recap before students work on hands-on tasks. Over a term, students follow a project cycle: research, design, plan, make, test, and evaluate.
Topics are sequenced in a spiral, skills-based way. Core skills like measuring, marking out, and using tools are introduced early and revisited in more complex projects, building competence and confidence.
Key strategies include clear modelling, scaffolding tasks into stages, using visuals and quick quizzes for retrieval, peer support, and real-world scenarios to keep learning relevant.
Learning is adapted through differentiated tasks, clear instructions, and support from teachers or TAs. More advanced students can extend their projects with added complexity.
Students have access to workshops, tools, safety equipment, visual guides and templates. Practical, real-world tasks help make learning meaningful.
Assessment is ongoing through observation, questioning, peer/self-checks, and journals. Finished projects are formally assessed against criteria, with written reflections and knowledge checks. Feedback is practical and helps students develop both technical skills and design thinking.
In short, D&T and Construction blend theory, practical skills, problem-solving, and reflection to prepare students for further study or work.
IMPACT
Progress is checked through practical and written assessments, teacher observations and work samples. Finished projects are marked against clear criteria for accuracy and creativity. Students show confidence by using more tools, taking creative risks, and working independently. Engagement is clear in the quality of work, active participation, and pride in presenting finished pieces. Regular checks, quizzes, and peer/self-assessment help track progress. Teachers record individual development and adjust support as needed. Safe, focused workshop behaviour is also monitored.
Students make real, functional products and link their work to Maths, Science, and Art. Many tasks mirror real jobs, showing clear purpose and relevance.
The curriculum builds practical skills, safe working habits, and independence, preparing students for further study, apprenticeships, or work in construction and design.
In summary, D&T and Construction help students grow into skilled, confident makers who apply their learning creatively and safely.