Over the past two years we have developed excellent links with Highway England, Trend, Engineering in Motion, and many other external sponsors, providing our students with real like experiential learning opportunities.

I graduated from Sheffield Hallam University with a BA Honours Degree in Business Studies. After graduation I spent time working in a variety of industries and it was whilst coaching football in the USA that I discovered my enjoyment in working with children. I joined Shireland in September 2000 and have fulfilled in a wide range of roles during that time. Currently I manage the Business and ICT faculty and I am the Careers Leader in the Academy.


year 7 subject image

Multi Material Mobile Phone Holder

Students are provided the opportunity to work with wood, metal and plastic to design and manufacture a product which is capable of holding a mobile phone. Students get there first taste of using laser cutters, hand tools and importantly and understanding of basic health and safety.

Textile Monster

Students use a variety of fabric mediums to make a monster which is sewn using a range of skills from hand stitch including applique to the use of a sewing machine.

Pewter Jewellery Project

Students focus on Art Deco as a design movement and are tasked with designing a piece of jewellery cast from pewter. In this unit students are provided with an opportunity to use the brazing hearths, heating equipment capable of melting metals at 700 degrees Celsius.

Passive Amplifier

Students explore how sounds travel and resonate to create volume. They then use their understanding of this to design a speaker which amplifies the sound. Of course, as this is a design task, students have to carefully consider their use of materials and manufacturing to create a suitable product.

Wooden Maze

Tasked with designing a maze for primary school children, students must design a small mechanical game using wood and plastic to help primary students learn.

Year 9 subject image

Trinket Box

Students explore woods and metals, both how they occur and how they can be manufactured into products. Using a range of traditional skills, students create a trinket box followed by a pewter inlay for decorative design.

Mechanical Lamp

Students study mechanics and how mechanical joints can be manufactured. Using the iconic Anglepoise lamp as a starting point, students then develop their own lamp using LEDs to light the design. This process follows the form of a GCSE piece of coursework, giving our students their first taste of exam style practical.

Year 10 subject image

Mock NEA – Disability Product

Following the GCSE specification students spend 36 hours research, designing, developing, making and evaluating a product of their choice within the context of design for disability. The purpose of this is to give students the opportunity to experience the pressure of GCSE coursework, and also the quality and breath of work needed to be successful.

Theory Content

Unit 1

Students need a breadth of technical knowledge and understanding in order to make effective choices in relation to the selection of materials, components and systems. They consider emerging technologies, environmental issues and impacts on society. They consider the needs of future generations as well as their own and take a broad view of the impact of design and technology activities.

Unit 2

The design and manufacture of products depends upon material technology and the development and implementation of materials in products. Students need to be aware of developments in materials technology and how these impact on the design and use of products.

Unit 6

Students develop an understanding of the sources, origins, physical and working properties of wood classifications and components and systems, and their ecological and social footprint.

NEA – Non Examined Content

The exam board released every year in July the assessment task for the NEA, students must complete this piece of coursework within 36 hours at school to be successful.

Theory Content

Unit 3

Familiar products often include the use of electronic components. Students should be aware of the importance of electronic and programmable components to the product designer and end user and how such components are integrated into everyday products we use.

Unit 4

Familiar products often include the use of mechanical components and devices. Students should be aware of the importance of mechanical components and devices to the product designer and end user and how such components are integrated into everyday products we use.

Unit 5

Students need to have a broad understanding of the categorisation and properties of a range of materials. They should be aware of their source, use and application in products.

Unit 7

Students will be taught about ferrous and non-ferrous metals including alloys. They will need to grasp and understanding of their physical properties, manufacturing processes associated with the material area and the types of products that can be made from them.

Product Design
Graphic Design
Civil Engineering
Surgical Medicine
Project Management

The course is split into two sections:

Section A: NEA (Non Examined Content) traditionally known as course work – 50%

Section B: Theory content, 2 hours exam – 50%

Creative thinking
Lateral thinking
Problem solving
Project management
Team work