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SMSC in Design and Technology

Social Moral Spiritual & Cultural is developed in Design & Technology in a number of ways. We believe that it is important to educating our students to think about the impact of their designing and making on the environment and people. Accepting sustainability and having a clearer understanding of how this is applied to designing new products. Students are also expected to grow and develop a sense of social responsibility, mutual respect and care for each other through our teaching of behaviour self-regulation. We expect students to influence the behaviour of others around them by encouraging a confidence to challenge each other when standards fall below our collective expectations.


SMSC examples





Spiritual development is of a very high importance in design & technology. The process of creative thinking and innovation inspires students to bring out undiscovered talents, which in turn breeds a self-confidence and belief in their abilities. It also challenges and appeals to the creative instincts that have driven humanity to discover, adapt and overcome.


Students get a great sense of enjoyment from creating products in the areas of Resistant Materials and Food. The fun element of making, testing and evaluating using new skills gives students opportunities to challenge themselves and discover talents they were unaware of.

Working with a diversity of materials to create products through cutting shaping & forming them. Creating products using a variety of machinery and equipment creates an excitement and a sense of real achievement.


The major design & make project engages students. Students learn to be resilient and have to manage a range of emotions throughout the project. Students learn a lot about their own character and develop key attributes needed to see a long project through. The sense of pride in the journey they have taken at the end of the project is evident.





In Design & Technology we seek to develop a sense of ‘moral conscience’ in our students, through focusing upon the moral dilemmas raised in designing and making new products. We teach students to understand the wider impacts on the environment when designing and making new products and expect them to consider carefully the materials & components they will use when designing and making. We encourage sustainable thinking through the active application of the ‘6 R’s’ and to highlight the impact on environmentally sensitive areas of the world.



Students are taught about the moral choices facing designers & manufacturers when deciding on materials. Students use the six ‘Rs’ of sustainability to understand and apply ways of conserving the earth’s resources. Focus on recycling in Food and how to manage portion sizes to minimise waste helps students to connect with the dilemmas of those who do not have an abundance of food.

Students are taught about the moral dilemmas created by technological activities. Through discussion students look at the wider implications of using materials from non-renewable sources. Students do at least one project using recycled materials for example; a stool made from a fruit box.


In the lighting project students debate and justify the selection of light sources chosen and the ecological benefits of using low energy solutions.

Students complete a whole unit on sustainable design and inclusive design. This challenges the students to understand that when designers design products they must take into account all potential users including disabled users.









Social development is a key feature of all Design & Technology lessons. We teach the concept of self-regulation to ensure that students accept responsibility for their behaviour and the safety of others. We encourage students to give each other reminders when standards fall short of the collective expectation. This establishes and maintains a safe, secure, learning environment. We place an emphasis on developing the ability to work with other and to accept each other’s unique personality. We encourage effective conversations about the work we do through self & peer evaluation, and to give and accept constructive criticism as a vehicle to improve students learning outcomes.



Within the areas of Resistant Materials and Food students are given opportunities to work in small teams and pairs to solve design problems. By peer assessing work they learn from each other and are taught to articulate their ideas through combining drawing, discussion and writing.

Students are taught the social skills around behaviour self-regulation to ensure collective responsibility for a safe and efficient working environment. They are taught to challenge each other’s behaviour or practices if they fall short of the collective expectations of the group


Throughout the design & make activities students are taught the skills of critical evaluation of each other’s work. Students are taught to give and accept constructive criticism as a basis of improving their learning outcomes. This takes the form of evaluating techniques & skills as well as design work and prototype modelling.

Softer social skills around working in a socially dynamic learning environment with the finite resources and equipment. Students are taught the importance of negotiating an order of usage for machines and equipment.  Regular and informal discussion and debate between students about design work is encouraged as this








We develop wider cultural awareness in Design and Technology through projects that have a connection with our past heritage and how our industrial routes have shaped our nation. We seek to expand student’s knowledge of other cultures influences on design and manufacture including an increasing awareness of the influences digital manufacturing developments from other countries is having on the designing and making of products that we use.



Students study iconic buildings and connect with the work and influence back to historical designers.  Investigate and use shape form and images from other cultures to influence their designing. And learn a range of techniques to create different finishing effects.

Students look at cultural influences on the food we cook and the diversity of ingredients available for us to cook with. They also learn about staple foods of other countries.


Students are taught about the culture of designers and their impact on consumers and their influence on other designers. Students study the work and influence of a range of designers. They are asked to understand their design philosophies asked to reflect their styles.

Students are expected to apply their knowledge of designers work to their projects.

Students look at the role of digital manufacturing and its influence on society. This leads them to understand countries that are at the forefront of digital manufacturing and the influence they are having on products bought across the world.


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