D&T Key Resources – a bank of teaching resources for Key Stage 3

These resources are available as single units, using the links from the summaries below, or can be purchased for each
year group covering Food, Textiles, Systems and Control and Product Design and as a full set covering the whole of KS3.

There is also a free teacher guide covering planning and assessment including auditing tools and example lesson plan.

View the page summarising the resources and guidance for more information on available sets.

D&T Key resources KS3 Project Bank 1

Early KS3/Y7 – Learning Units
Focus Textiles Food Product Design Systems and Control
1 - LEARNING TO LOOK 4 - CATERING FOR NEEDS 8 - CORE SKILLS 12 - ON THE LEVEL
Mainly Designing

How do we generate and communicate design ideas in Generating food products to meet the needs of the Learning to develop basic design communication skills Designing a casing design for a digital product which uses
textiles? How does nature influence design? consumer. This considers consumer needs and choices including sketching, drawing controlled lines, 3D a number of components, concentrating on its form and
In this unit students look at communication on paper using and how to plan diets for children, teenagers, the elderly, sketching, annotation, emphasising key points and function. How would it be developed for different users
2-5 hrs

different methods and how to use annotation effectively. It vegetarians, and medical and religious needs. It considers knowing which points to highlight to get the design ideas and markets? The unit includes sections on
then considers biomimicry as a means of solving design adapting recipes using alternative ingredients. In the across. communicating ideas, using ergonomic and
problems, the use of CAD software to manipulate images practical session students are asked to adapt a lasagne to anthropometric data when designing, use of CAD software
to make colourways and appropriate printing methods. meet the needs of a vegetarian consumer. to capture and make changes to a design and an
awareness of modelling and production techniques.

2 - UNDERSTANDING FIBRES AND 5 - PRACTICAL SKILLS BUILDING 9 - SIGNS 13 - DUSK LIGHTS ON

FABRICS This covers the introduction to the kitchen environment, A large local store has asked students to manufacture Designing with a transistor sensing circuit, which could be
food safety and safe working, establishing routines and their signage. Use a digital image to then laser cut the used in a variety of different settings. The circuit is made
Mainly Making

What are the properties of fabrics used today and why is it

important to understand this? How do we add print and building basic culinary skills. It considers at food safety existing sign. Improve on this using a specification using a standard PCB, but one which allows for the
3-4hrs

stitch to our fabrics to make them more interesting? How through personal hygiene and the 4 Cs, as well as healthy developed with the client and make a prototype to send to learner to customise its operation to suit their particular
do practising designers achieve this? eating principles. Practical lessons have students making company. Includes understanding of signage and logos to requirements. Students consider a range of components
This unit considers the origins of natural and man-made baked beans on toast, a fruit salad, ratatouille and develop brands and convey visual messages. and systems to design a system that will turn on a light
fibres, the methods of construction and properties of these bolognaise. (LED or bulb) when it gets dark.
and how they are adapted by adding colour and
decoration, with examples from current textiles designers.

6 - DESIGN FOR HEALTH 10 - JEWELLERY DESIGN 14 - TOUCH TORCH

Producing a healthier meal aimed at teenagers. Students Design and make pewter cast jewellery to a given theme. Design and make a product for the 21st Century, using
Design and Make

investigate factors affecting food choices before designing In this students research and develop a brief, develop a LED(s) and with NO moving parts - touch operated.
and making a meal suitable for a teenager. They consider specification and from this generate ideas for designs. Students should disassemble and analyse a product to
6-8hrs

factors such as the importance of a balanced diet, cost, Using CAD software they model and test their designs, see what it is made of and how assembled, its form and
availability, cultural and religious practices and health and produce a mould before casting and finishing their function and whether parts can be recycled. They then
concerns. Practical lessons include making a stir fry, a designed product. design and make a torch using a circuit, having
curry and kofta before working independently on their final understanding of circuit diagrams, PCBs and the
choice of meal. components. They must make the circuit, casing using
CAD, and model it before evaluation.

3 - WIDER USE OF TEXTILES 7 - FUTURE FOOD 11 - ECO DESIGN 15 - MOBILE PHONE - BRICK &
Technology in Society

How are textiles used in today’s society? How has This unit considers how we might feed the world This introduces the concept of designing with the BUTTONS TO SLIM & TOUCH
conductive thread and fabric, use of composite textiles in population in the future using lab-grown meat or insects as environment in mind, using examples from a range of How a modern product has developed over time, what
the automotive industry and the use of textiles in medicine an alternative food source by investigating new and familiar products, re-thought in keeping with the Six Rs change has there been to their form and function during
had an impact on our world? emerging technologies and investigating alternative food principles. It discusses a product’s life cycle and the that time? What developments have taken place in
2hrs

Using this, students should understand the wider role of production methods. ‘cradle to the grave’ concept. Using waste materials electronics that have driven the development of the mobile
textiles in everyday lives, beyond fashion and furnishing. students are asked to design and make a new product phone?
They should investigate technical textiles for specific uses prototype reusing waste items.
and demonstrate an understanding of the wider use of
textiles. Examples from a range of industries are used to
illustrate different uses and applications.

D&T Key resources KS3 Project Bank 2

Mid KS3/Y8 – Learning Units
Focus Textiles Food Product Design Systems and Control
16 - DUAL PURPOSE TEXTILES 19 - MULTICULTURAL MEALS FOR 23 - ANALYSE THAT 27 - ELECTRONIC MUSICAL TOY
How can technology be included into textiles products to MATES Analysis of famous or household products to help learn Casing design for a toy musical device, which uses a new
Mainly Designing

give them added value? Can this improve the quality of In this unit students will investigate designing multicultural about products and inspire for own design work. Students music chip specifically designed for use in toys and related
people’s lives? meals that are suitable for teenagers. They will develop consider a number of products and use the analysis to products. This can be used in a range of ways that allow a
2-5 hrs

This introduces students to the Portable Light project and understanding of different needs and wants and help them develop their own design specification for a new wide range of 'instruments' to be created, with suitable
which combines a traditional textiles product with solar demonstrate an understanding of the need for a healthier product. casings for the target market of young children. Students
power. They produce ideas for a design of a dual purpose ethnic dish using different research methods, then will need to investigate circuits and manufacturing
product and develop the design with annotated drawings generate possible design solutions including costs. methods, applying a design brief and specification, as well
using a 2D CAD package. as using CAD to make 3D models of their designs and
presenting their ideas.

20 - PROTEIN FOODS 24 - SALAD SERVERS 28 - MOODY LIGHTS

In this, students will be developing a range of preparation Students develop an understanding for a basic product: Students manufacture a mood light using an RGB LED or
Mainly Making

and cookery methods whilst making protein rich dishes. salad servers and explore how design can improve the one or more Red, Green, Blue LEDs that will respond to
They will list the sources and function of protein in the diet, product. They investigate a range of options before the environment where it's located, using such sensors as
3-4hrs

describe the consequences of a diet lacking in protein and producing a specification, making examples and heat, light, movement/ vibration. Following an introduction
explain the different needs for protein at different life considering finishing techniques. to ‘softwired’ microcontroller circuits and different the
stages. They will then prepare a selection of ingredients sensors and outputs, students go on to create a circuit
for a range of dishes, following recipes and demonstrating diagram and programme from a range of options before
safe use of equipment. planning the production and testing of the boards.

17 - TEXTILE ENTREPRENUERS 21 - DESIGN and MAKE YOUR 25 - LANTERNS 29 - SMART BOARD GAME
Design and make a simple product that could be made in SCHOOL LUNCH Design and manufacture a small batch of identical lanterns Design and manufacture a prototype interactive board
small quantities to sell in an independent gift shop. How is based around a theme. Students work in groups to design game. The board has to be able to sense and respond to
Design and Make

Working within national constraints of the School Food

making one product different from making a number of Standards students will design an appropriate main meal and manufacture lanterns to help them understand the player's pieces and then create random effects such
identical ones? for school lunches. They will know how to plan, prepare, manufacturing processes including batch and scales of as lighting and sound. The board may also include an
6-8hrs

Students are asked to design and make a textile product adapt and cook a suitable meal for a given need, production. embedded dice using an appropriate display system.
that could be made in small quantities to be sold in a gift understanding the requirements for it to be nutritious and Students will develop design strategies to develop ideas
shop. They must research the customers and products healthy. Practical sessions include adapting, preparing that meet a design brief, use CAD to develop as basic
and choose appropriate equipment, techniques and and evaluating their dishes against set criteria. They will design and develop an appropriate program. They will
materials for their product. Working in teams they will also understand the benefits of a balanced school lunch need to be aware of costs and processes in manufacture,
devise production plans and look at cost considerations and suggest further recipe ideas compared to the Eatwell present their ideas and evaluate their proposed solution.
before manufacturing and testing their products. Guide group of foods.

18 - TRUE COST OF TEXTILE 22 - THE APPLIANCE OF SCIENCE 26 - FLOATING GARDEN CHALLENGE 30 - MUSIC PLAYERS - VINYL 2 TAPE
TECHNOLOGY Students will investigate new and emerging technologies Develop an awareness and understanding about how 2 DISC 2 CHIP
Technology in Society

What are the positive and negative impacts that used in the production of food including an understanding design can solve real problems in parts of the world where During the last 40 years the way we store and listen to
technology has had within textiles? of the key terms associated with molecular biology. They natural disasters occur. Students consider images of music has change beyond recognition, from vinyl to chip.
In this unit students look at how technology and cost will understand that food can be altered to look and taste flooding and drought and the impact this can have. They What is the science behind how we stored music on vinyl
considerations have affected the production of textiles, the differently and how it might be presented. The work of a are introduced to Practical Action and the work they do in discs, tape, compact discs, DVDs and chips?
2hrs

emergence of ‘eco fashion’ and what consumers can do to number of inventive chefs is featured. developing countries including Bangladesh where floating
promote eco friendly fashion. gardens help crops survive floods. Students then design
and build a model raft of a floating garden and test it using
weights.

D&T Key resources KS3 Project Bank 3

Late KS3/Y9 – Learning Units
Focus Textiles Food Product Design Systems and Control
31 - PARATRIATHLETE DESIGN 34 - STANDARDS FOR FOOD 38 - ADVANCED MODELLING 42 - ACTIVITY TOY
CHALLENGE This unit looks at national quality assurance standards for Developing skills in CAD/CAM to help communication and Here students design a prototype electronic system that
Mainly Designing

How do para-athletes customise their sportswear to assuring quality food in the UK and asks students to modelling. Students explore modelling and advanced could be embedded in to a young child's activity toy that
accommodate their needs? consider factors that ensure food is of the necessary modelling using CAD/CAM and 3D printing before uses a number of inputs and outputs. The toy will need to
quality through the use of ingredients that are sustainable producing an electronic portfolio and using CAD software match the age of the child and take into account the
2-5 hrs

Students develop a design specification from research into

the restrictions para-athletes face. Working as part of a and meet ethical and moral standards. It includes a to produce a model of their choice. environment in which it is expected to function. The focus
team they must develop designs in creative ways and practical session cooking their chosen dish. is to adapt a design problem to a particular use and create
present these, giving reasons for their final choices. a specification based on the design brief that results in an
appealing, functional and innovative product. Students
must also present their ideas and refine their design ideas
based on feedback.

35 - CHILLED READY MEALS 39 - DOES IT CONNECT 43 - RESCUE ME

This unit looks at national quality assurance standards for Working on a group project to manufacture pieces In this unit students are asked to manufacture a prototype
Mainly Making

assuring quality food in the UK and asks students to accurately to produce a large scale model of an animal or rescue aid for walkers, climbers etc, using POV
consider factors that ensure food is of the necessary product using jigs and templates. Students learn about (Persistence of Vision) to display one or more messages,
3-4hrs

quality through the use of ingredients that are sustainable jigs, former patterns and moulds before a practical session that would help rescuers locate them in case of an
and meet ethical and moral standards. It includes a to manufacture a model. emergency. They should create a production schedule,
practical session cooking their chosen dish. select the appropriate materials and method for
manufacture and use CAD/CAM in the development of the
product.

32 - FESTIVAL HEADGEAR 36 - EVENT FOOD 40 - LEARNING TO LEARN 44 - ANIMATRONIC CREATURE

Head gear is a popular feature at many types of festivals – Investigating the breadth and variety of food served at Students design and make and educational product for a Students will design and manufacture of a small-scale
Design and Make

why is this and how is it used? Choose a festival and festivals and events. Students determine what needs to be child, identifying a ‘client’ (child between 0-5) and prototype Animatronic prop for either a stage show or
create designs to be worn. What happens when a client considered when considering food provision, including understanding her needs, wants and interests; conducting television programme. This unit of work is the culmination
changes the design brief part-way through a project? preparing suitable dishes and considering environmental product analysis, generating ideas and a specification, of the KS3 work in Systems & Control; it also draws upon
6-8hrs

Adapting designs to be made within a given time and issues. prototyping and planning production, manufacturing and the other areas of Design and Technology in a multimedia
resource constraints. Evaluate prototypes and suggest evaluating the product. way to solve a design and make task. It requires students
modifications for a circular economy approach. to create a control system, apply mechanisms to control
Although this is a Designing and Make unit – there is movement and use CAD/CAM to make a working
deliberately a considerable emphasis on evaluation within prototype.
the whole process. The assessment objectives reflect this.

33 - WEARABLE TECH 37 - HYDROPONICS – WORKING 41 - EVOLUTION AND THE FUTURE 45 - KNIGHT RIDER - COMPUTERISED
Technology in Society

What is wearable tech? Is it a gimmick? How is it currently WATER Through evaluating products that have changed e.g. can CARS
used? Consider aesthetic vs performance enhancing Investigating alternative food production methods to openers, mobile phones, irons, vacuum cleaners etc. Exploring technology that a few years ago was only seen
properties. What would you design? ensure food production. Students investigate and discuss students gain an understanding of evolution and what in movies or was considered science fiction. How close
This asks students to evaluate existing wearable factors make products change. Using the concept of
2hrs

the benefits and drawbacks of using hydroponics systems are some of these features nearing reality today and why?
technology products and generate ideas for garments that to grow plant-based foods. biomimicry they design the next generation of their chosen Focusing on computerised cars this helps students
include light, sensors temperature control and which are product for the future. understand the role of electronics and new technologies in
controlled by smart phones. developing products that we use every day.

D&T Key resources KS3 Project Bank 4