Design, Technology and Engineering

Design, Technology and Engineering

"There is no design without discipline. There is no discipline without intelligence” Massimo Vignelli

Key Stage 3

Through weekly Design, Technology and Engineering lessons, the students are encouraged to develop their creative, technical and practical expertise in order to participate fully in what is an ever increasingly technological world. Through predominantly practical lessons, the students build knowledge and understanding that allow them to design and make high-quality products suitable for a wide range of users and solve a wide range of problems. Throughout years 7, 8 & 9 the students will gain experience working with modern equipment and processes across a range of material areas including Product Design, Textiles, Electronics, and Graphic Design. A supportive and inclusive atmosphere encourages the students to take risks with their work in order to discover new things and become resilient and creative problem solvers.


Key Stage 4

Students opting to take the GCSE Design & Technology course will have the opportunity to develop the skills and knowledge acquired at KS3. They are encouraged to be creative and original in their design work in order to design and engineer very high-quality products that meet a specific consumer need and have the potential to be commercially viable. The GCSE course also gives the students the opportunity to consider the wider social, moral, cultural and ethical issues affecting design and the role design and technology plays in society. GCSE students take part in nationwide design competitions in order to stretch and challenge them, but also to encourage them to think about designing for whole markets and to encourage an entrepreneurial spirit.


Key stage 5

At A-Level, students have the opportunity to work for ‘live clients’, encouraging a greater depth and understanding of the important role Design, Technology and Engineering plays in every part of our lives. This also encourages the students to produce commercial quality work, work collaboratively with other professionals and work to the tight deadlines that they will experience in the world of work. Through the course the students will develop their analytical skill and they are encouraged to broaden and deepen their understanding through practical and theoretical study. At KS5, they are encouraged to make full use of modern materials and technology, including the use of 3D printing for rapid prototype work. The design process followed mirrors that which is used in industry to allow the students to understand fully how professional designers and engineers work.

DT Curriculum Breakdown for each Key Stage

Curriculum activities and trips

At KS3 the students will take part in a workshop lead by a professional design team at the V&A, and an innovation and creativity workshop at the Design Museum. At KS4 the students take part in a national competitions run by the Design Museum. At KS5 the students take part in trips and visits to exhibitions and seminars in order to extend their understanding beyond the curriculum.

I like the freedom I get to answer a brief in an individual and creative way; everyone’s work looks so original and different.
HBS Student
I love the challenge of designing for real clients, solving real problems and working on complex solutions; the possibilities are endless.
HBS Student
The course is really challenging but rewarding. We are encouraged and supported to produce really high quality work; the sense of achievement when you finish a project is amazing.
HBS Student
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Academic Programme
We are committed to providing a broad education that is ambitious, varied and stimulating.
Years 7 - 9
At Key Stage 3, we want to enable girls to pursue a wide variety of academic and extra-curricular interests to the full.
Years 10 - 11
Progress into Key Stage 4 is both a psychological one, entering the ‘GCSE years’, as well as a literal one.
Sixth Form
Sixth Form is a vibrant, friendly and happy community, where every student is valued and given individual attention.