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Technology at ATA

Ashcroft Technology Academy was founded with a strong commitment to technology, and that commitment remains at the heart of our curriculum. What has changed is our understanding of what technology means - and, consequently, how best to prepare young people for an ever-changing world.

Technology is no longer confined to a particular subject.  Instead, it connects Mathematics and Science with Computing, Engineering, Medicine, Design, and the Humanities. 

More broadly, technology is now woven through almost every aspect of life and the economy, with artificial intelligence, data science, software development, engineering, digital communication, biotechnology and automation transforming the way we work and live.

Across the UK, growth is increasingly concentrated in digital, scientific, technical and analytical sectors, and some of the fastest-growing areas of employment include:

  • Data science
  • Software development
  • Engineering
  • Healthcare science
  • Digital media and AI

By contrast, careers directly linked to traditional Design and Technology (DT), areas like textiles and resistant materials, have declined significantly in the UK as a result of automation and globalisation. 

The Academy's response has been to evolve rather than simply preserve a traditional model of technological education.  Consequently, we aim to ensure that every student develops the mathematical, scientific, digital and analytical knowledge needed to thrive in a technology-rich society, while providing particularly strong opportunities for those who wish to pursue technology, engineering, computing, science and related disciplines at university and beyond.

As such, our curriculum develops in our students the ability to:

  • think mathematically and logically;
  • understand and apply scientific knowledge;
  • analyse data and evidence;
  • understand computational thinking and digital systems;
  • use technology confidently and creatively;
  • communicate ideas effectively through digital media;
  • identify bias, misinformation and unreliable information;
  • solve unfamiliar and complex problems;
  • understand the opportunities and limitations of artificial intelligence; and
  • use emerging technologies responsibly and ethically.

 

At Key Stage 3

Mathematics and Science are fundamental to technological understanding, and students at the Academy benefit from a particularly strong education in both disciplines. Together, they provide much of the knowledge, reasoning and problem-solving capability which modern technology requires.

Mathematics is at the core of much of what we mean by technology. In Years 7 and 8, students have eight periods of Mathematics each week, providing the time and depth needed to develop secure knowledge, fluency, confidence and mathematical reasoning. In that time, particular emphasis is placed on establishing strong foundations, ensuring that students have the knowledge and understanding on which more advanced mathematical, scientific and technological learning can be built.

Alongside Mathematics, Science and Computing — an increasingly important component of technological education — students experience Digital Media, Design and Technology, and the traditional processes of designing, making and evaluating products.

All students study Design Technology and Media on a rotational basis, giving them the opportunity to experience Product Design, Textiles and Media. In each discipline, specialist teachers introduce the relevant theoretical knowledge before students apply this through practical designing, making, testing, review and evaluation. This combination of knowledge and practical application enables students to understand not only how products and technologies are made, but also how and why design decisions are made.

This curriculum is complemented by an extensive STEAM enrichment programme, immersing students in Science, Technology, Engineering, Arts and Mathematics. Through workshops, projects, competitions and opportunities to work with industry experts, students enjoy technological experiences beyond the curriculum. The programme encourages curiosity, creativity, critical thinking and problem-solving, while allowing students to explore their interests and develop their talents.

A distinctive feature of the Academy's STEAM programme is the inclusion of the Arts. Creativity is fundamental to technological innovation, and the connection between Art and Technology enables students to consider not only what technology can do, but also how it is designed, communicated and experienced.

Through the curriculum and enrichment programme, students can encounter areas including engineering, artificial intelligence, data science, digital technology, design, architecture, environmental technology and sustainability, alongside the creative disciplines that increasingly influence how technology is developed and used.  This breadth reflects the Academy's commitment to a high-quality technological education.  

Taken together, the strength of our Mathematics and Science provision, our Computing and technological curriculum, practical Design and Technology education, and our extensive STEAM enrichment programme provide students with a rigorous and broad foundation in the knowledge, reasoning, creativity and problem-solving skills that underpin modern technology.

Key Stage 4

We believe that a strong academic core provides the essential foundations for students to succeed. Secure knowledge enables students to think analytically, make connections between ideas, solve problems and engage confidently with increasingly complex concepts. These capabilities support success in public examinations, progression to leading universities and, ultimately, the world of work.

For this reason, all students at the Academy study a rigorous academic core, including Mathematics and Science.

Mathematics is fundamental to technological understanding. For students with particular mathematical aptitude, the Academy provides additional opportunities to study Further Mathematics and Additional Mathematics alongside the standard Mathematics GCSE. These courses allow highly able mathematicians to pursue their interests further and develop their quantitative and analytical skills to a higher level.

At Key Stage 4, every student studies at least Double Science, while a large proportion choose separate GCSEs in Biology, Chemistry and Physics. This provides a strong scientific foundation for progression into engineering, medicine, computing, environmental science, data science and other STEM disciplines.

Our Science curriculum develops curiosity, evidence-based reasoning and the ability to understand and solve complex problems. These are precisely the capabilities required in a world increasingly shaped by scientific and technological innovation.

Our approach reflects the reality of modern technological careers: successful technologists are not simply users of technology. They need to understand the mathematics, science, logic and evidence that underpin it.

Beyond the academic core, there is strong uptake of subjects that build directly on digital and analytical skills.  Computer Science is a popular Key Stage 4 option, with around 90 students in each year group choosing the subject. Students develop their understanding of programming, algorithms, computational thinking, data and digital systems. They learn not simply how to use digital technology, but how digital systems work and how they can be designed and applied to solve problems.

Media Studies is studied by around 60 students in each year group and develops our students' ability to analyse media critically and to create sophisticated digital content. Students consider how media products are constructed, communicated and consumed, developing both critical thinking and creative skills.

Digital literacy, however, extends well beyond these subjects. Across the Academy, students use digital platforms and technologies every day for learning, collaboration, independent study and the presentation of their work.

Our ambition is that students should not simply consume technology, but understand how it works, question how it is used and become confident creators, communicators and problem-solvers.

Similar to the experience at Key Stage 3, the taught curriculum is complemented by a wide range of STEAM enrichment opportunities, enabling students with a particular interest in technology, science, engineering, computing and related disciplines to develop their knowledge and skills beyond the classroom.

These opportunities expose students to real-world applications of technology and allow them to work on projects, challenges and experiences that extend beyond the requirements of their examination courses. They also help students recognise the connections between different disciplines and understand how knowledge is applied to solve problems.

Our careers education further strengthens these connections by exposing students to technology-related careers, pathways and industries, helping them make informed choices about GCSE options (in Year 8), Sixth Form subjects (in Year 11), university courses and future careers.

In this way, the Academy seeks to give students both the academic depth and technological understanding they need to thrive: a strong foundation of knowledge, combined with the ability to analyse, create, question and solve problems in an ever-changing world.

Sixth Form

The knowledge, skills and enthusiasm for technology developed throughout Key Stages 3 and 4 are extended in the Sixth Form through a combination of rigorous academic study, super-curricular opportunities and engagement with leading universities and employers. Together, these experiences help students to deepen their knowledge, explore areas of particular interest and make informed decisions about future study and careers.

The Sixth Form provides a particularly strong academic programme for students wishing to progress into technology-related higher education and employment. There is strong uptake in Mathematics, Further Mathematics at A-Level and Higher-Level Mathematics as part of the International Baccalaureate, alongside continued popularity of Computer Science, Chemistry and Physics. Other subjects also provide important pathways into technological disciplines: Art supports progression into architecture, design and creative technology, while Geography provides a valuable foundation for environmental technology, renewable energy and sustainability.

Students progress into a wide range of technology-related degree courses, including:

  • Mechanical, Electrical, Civil, Chemical and Aerospace Engineering
  • Computer Science and Software Engineering
  • Artificial Intelligence and Data Science
  • Mathematics and Mathematical Sciences
  • Architecture and Design
  • Environmental Science and Renewable Energy
  • Sustainability and emerging technologies

The breadth of our Sixth Form curriculum allows students to combine subjects in ways that reflect the increasingly interdisciplinary nature of modern technology. For example, students studying Mathematics, Further Mathematics and Physics have progressed to Engineering degrees, including Mechanical, Electrical, Civil and Aerospace Engineering. Those combining Mathematics, Further Mathematics and Computer Science have progressed to Computer Science, Artificial Intelligence and Data Science.

Students taking Mathematics, Physics and Art and Design have progressed to Architecture and Design degrees, while combinations such as Mathematics, Geography and Physics provide a strong foundation for progression into Renewable Energy, Environmental Science and Sustainability-related disciplines. Students combining Mathematics, Computer Science and Physics have progressed to Software Engineering, Computing and emerging technology courses.

Academic study is complemented by an extensive Technology strand within our super-curricular programme. Students are encouraged to engage with leading universities, employers and industry specialists through research placements, work experience programmes, summer schools, conferences, competitions and outreach initiatives.

Students have opportunities to explore data science, artificial intelligence, engineering and emerging technologies through programmes such as the Turing Summer Experience with The Alan Turing Institute, Imperial College London's Accelerate programme, University of Cambridge outreach initiatives and research-linked experiences with institutions including UCL and Oxford.

These opportunities are complemented by applied industry experiences, including AtkinsRéalis virtual work experience, IChemE engineering challenges, Dyson Institute pathways, Ørsted renewable energy programmes and Nuffield Research Placements. Students can also access specialist opportunities such as London Zoo's Conservation Technology Summer Camp, where technology is applied to real-world challenges in conservation and the natural environment.

Together, these experiences give students opportunities to see technology in action across a remarkably broad range of contexts. They can explore how mathematics and science are translated into engineering solutions, how data and artificial intelligence are used to address complex problems, how technology is transforming the energy sector, and how emerging technologies are being applied to challenges in areas such as conservation and sustainability.

Sixth Form students also have opportunities to work with organisations including The Alan Turing Institute, Imperial College London, the University of Cambridge, UCL, the Dyson Institute of Engineering and Technology and AtkinsRéalis. These experiences expose students to fields including engineering, computer science, artificial intelligence, data science, architecture, sustainability and emerging technologies, while helping them to understand how the knowledge they acquire in the classroom is applied in higher education and the workplace.

For example, opportunities with The Alan Turing Institute can introduce students to areas such as deep learning, large language models, cryptography and data science. Imperial College London's Accelerate programme supports state-school students considering progression into science, technology, engineering, mathematics or medicine. AtkinsRéalis provides insight into engineering, infrastructure, technology and sustainable energy, while the Dyson Institute of Engineering and Technology offers students an insight into a model that combines academic engineering study with real-world technological work.

These experiences are valuable not simply because they expose students to prestigious institutions and employers, but because they help students understand what technological careers actually involve, the range of opportunities available to them, and what they need to do now to prepare for those opportunities. They also enable students to apply their technological understanding beyond the classroom, develop independence and curiosity, and strengthen their preparation for competitive university courses and future careers.

Technology also connects closely with our wider STEM and healthcare provision. The Academy's Medical Society (Medsoc) provides a distinctive programme for students considering careers in healthcare and medicine. With more than 350 careers across the NHS, Medsoc encourages students to explore the breadth of opportunities available and to make informed decisions about the pathways that best suit their interests and abilities.

As part of the MedSoc programme, students benefit from careers talks involving professionals and institutions including St George's Hospital, Charing Cross Hospital and Imperial College London, alongside teacher-led sessions within the Academy. Strong work experience links with the Royal Hospital for Neuro-disability and Imperial College London provide opportunities for students to gain practical insight into healthcare environments and the skills required within them.

For students aspiring to study Medicine or Dentistry, additional sessions provide a realistic understanding of the application process and the academic and wider preparation required for successful entry. This complements the Academy's strong scientific and mathematical curriculum and demonstrates the breadth of opportunities available to students who combine technological, scientific and analytical interests.

The impact of this approach can be seen in students' progression beyond the Academy. In 2026, around one quarter of our Year 13 students applied for technology-related degree courses, and 93% of those applicants received offers from Russell Group universities.

This is a powerful illustration of the success of our approach. Students are not simply studying technology-related subjects; they are using their academic knowledge, analytical skills and wider experiences to progress into some of the most demanding and competitive courses and careers in the country.

Through the combination of academic rigour, breadth of curriculum, super-curricular enrichment, university outreach and meaningful engagement with industry, students leave the Academy well prepared to understand, contribute to and ultimately shape the technological innovations and industries of the future.