Within the Technology Department students are encouraged to combine practical and technological skills with creative thinking to design and make products and systems that meet human needs.

They learn to use a wide variety of current technologies and consider the impact of future technological developments. They learn to think creatively and intervene to improve the quality of life, solving problems as individuals and members of a team.

Students work in a variety of contexts to identify needs and opportunities drawing on their experience of local issues and the wider world. They respond with ideas, products and systems combining practical and intellectual skills with an understanding of a wide variety of issues. These may include aesthetic, technical, cultural, health, social, emotional, economic, industrial and environmental issues. They learn to evaluate past and present Technology, developing a critical understanding of its impact on daily life and the wider world.

Through their work in Technology students develop confidence in using practical skills and become discriminating users of products. They apply their creative thinking and learn to innovate.

In the earlier years students study design and make activities relating to the areas of structures, mechanisms, electronics and food through a carousel system at KS3. Students can then opt to specialise in a formal qualification studying either Engineering Design and/or Hospitality and Catering at KS4. Both of these areas aim to develop the students level of confidence and independence to tackle further study at the end of year 11 or make positive use of their knowledge and experience in everyday life.

Food preparation and nutrition equips learners with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating.

Rossington All Saints Academy values in Technology

Community: Students are encouraged to support each other and are given opportunities to develop team building problem solving skills especially in the early years. They should also leave school being able to feed themselves and their families, nutritious dishes.

Aspirations: The nature of the design process is to aspire to make improvements for people and the communities around them. They are given opportunities to engage in competitive activities, and can see the work of other students, celebrities and designers and want to be the best they can be.

Resilience: Students are reassured that mistakes are proof that they are trying and that if something goes wrong, they can learn from their mistakes and try again.

Excellence: students are encouraged to understand the manufactured world in which they live and to be the catalyst to make a difference for the future. The design process is cyclic and requires students to evaluate their outcomes to make further improvements to constantly seek perfection.

Curriculum Coverage at KS4:

Level 1/2 Cambridge National Certificate in Engineering Design

Exam board: OCR

Assessment details (4 Units of 25% each, 25% exam, 75% coursework):

Possible pathways


This qualification provides opportunities for learners to progress to either academic or more specialised vocational pathways. They are intended primarily for learners in the 14–19 age group and have a clear progression route to a Level 3 course such as GCE Engineering or Product Design or to an apprenticeship in engineering (levels 2 & 3).