1. Curriculum integration

• Embed design principles (form, function, user-centred design, sustainability) alongside fine art topics.
• Use the Design Cycle (research, ideation, prototyping, evaluation) as a taught organising framework.

2. Progressive skills sequence

• GCSE: focus on foundational skills — drawing/rendering, materials/techniques, basic CAD, simple prototyping, context studies.
• A‑Level: advance to complex briefs, iterative prototyping, mixed media, advanced CAD/CAM, user research, and critical evaluation.

3. Project-based, contextual learning

• Use real-world briefs (product, furniture, graphics, fashion, social design) that require research, constraints, and stakeholder consideration.
• Include historical and contemporary case studies linking makers, industry and social impact.

4. Practical and digital balance

• Teach hands-on workshop skills (wood, metals, textiles, moulding) and safe tool use plus digital skills (2D/3D CAD, rendering, digital fabrication, Adobe suite).
• Ensure assessment evidence includes process work, prototypes and evaluations.

5. Cross-curricular and vocational links

• Collaborate with STEM (materials science, electronics), business (entrepreneurship, marketing) and computing.
• Offer trips, industry partnerships, live briefs, apprenticeships and visiting designers.

6. Assessment and feedback

• Use formative checkpoints (design journals/sketchbooks) and summative outcomes (final product, portfolio and written evaluation) aligned to exam board criteria (OCR, AQA, Edexcel).
• Teach specification literacy so students understand marking objectives (AO1–AO4 at A‑Level).

7. Inclusivity and employability

• Make provision for differing resources and learning needs; promote sustainability and ethics; teach CV/portfolio preparation and progression routes (BA, BTEC, apprenticeships).

Key sources for implementation: exam board specifications (AQA, OCR, Pearson Edexcel), Design and Technology Association guidance, and DfE subject content for GCSE/A‑Level design courses.