Intent
The Design and Technology curriculum aims to inspire pupils to be innovative and creative thinkers who have an appreciation for the product design cycle through ideation, creation, and evaluation. We want pupils to develop the confidence to take risks, through drafting design concepts, modelling, and testing and to be reflective learners who evaluate their work and the work of others. Through our DT curriculum, we aim to build an awareness of the impact of design and technology on our lives and encourage pupils to become resourceful, enterprising citizens who will have the skills to contribute to future design advancements. Our Design and Technology curriculum enables pupils to meet the end of key stage attainment targets in the National curriculum and the aims also align with those in the National Curriculum. EYFS including Reception work provide opportunities for pupils’ to work towards the Development matters statements and the Early Learning Goals.
Implementation
The Design and Technology National curriculum outlines the three main stages of the design process: design, make and evaluate. Each stage of the design process is underpinned by technical knowledge which encompasses the contextual, historical, and technical understanding required for each strand. Cooking and nutrition has a separate section, with a focus on specific principles, skills and techniques in food, including where food comes from, diet and seasonality. The National Curriculum organises the Design and Technology attainment targets under four subheadings: Design, Make, Evaluate, and Technical knowledge. Our Primary’s Design and Technology curriculum has a clear progression of skills and knowledge within these key areas across each year’s curriculum cycle. Cooking and nutrition is given a particular focus in the National Curriculum and we have made this one of our six key areas that pupils revisit throughout their time in primary school:
- Cooking and nutrition
- Mechanisms/ Mechanical systems
- Structures
- Textiles
- Electrical systems (KS2 only)
- Digital world (KS2 only)
Each of our key areas follows the design process (design, make and evaluate) and has a particular theme and focus from the technical knowledge or cooking and nutrition section of the curriculum. We use a spiral curriculum, with key areas revisited again and again with increasing complexity, allowing pupils to revisit and build on their previous learning. Links are made with other subjects where possible and teachers may teach the key areas in any order as long as they are all covered by the end of the year. Lessons incorporate a range of teaching strategies from independent tasks, paired and group work including practical hands-on, computer-based and inventive tasks. This variety means that lessons are engaging and appeal to those with a variety of learning styles. Differentiated support is available for every lesson to ensure that lessons can be accessed by all pupils and opportunities to stretch pupils’ learning are available when required.
Impact
After the implementation of our Primary Design and Technology curriculum, pupils should leave
school equipped with a range of skills to enable them to succeed in their secondary education
and be innovative and resourceful members of society. The expected impact of following our Design and Technology curriculum is that children will:
- Understand the functional and aesthetic properties of a range of materials and resources.
- Understand how to use and combine tools to carry out different processes for shaping,
decorating, and manufacturing products. - Build and apply a repertoire of skills, knowledge and understanding to produce high
quality, innovative outcomes, including models, prototypes, CAD, and products to fulfil
the needs of users, clients, and scenarios. - Understand and apply the principles of healthy eating, diets, and recipes, including key
processes, food groups and cooking equipment. - Have an appreciation for key individuals, inventions, and events in history and of today
that impact our world. - Recognise where our decisions can impact the wider world in terms of community, social
and environmental issues. - Self-evaluate and reflect on learning at different stages and identify areas to improve.
- Meet the end of key stage expectations outlined in the National Curriculum for Design
and Technology. - Meet the end of key stage expectations outlined in the National Curriculum for
Computing.