Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
Intent - What do we aspire for our children?
At St Anne’s Catholic Primary School, our Design and Technology curriculum provides opportunities for the children to think of themselves as, and become, designers and producers of purposeful products that will be used in real-life contexts. We encourage the children to think and intervene creatively to solve problems both as individuals and as members of a team, within a variety of contexts. The children consider their own and others’ needs, wants and values. The children are also given opportunities to reflect upon and evaluate past and present design technology, its uses and effectiveness and they are encouraged to become innovators and risk takers.
At St Anne’s, Key Stage 1 and Key Stage 2 utilise the KAPOW scheme and teachers plan and deliver Design and Technology as part of their overarching theme. Alongside this we have created a progressive skills document where objectives for each year group are progressively mapped out to ensure our pupils are given the acquired skills and knowledge that further their education journey into KS3.
Our aim is to provide inclusive and aspirational environments and learning experiences where pupils thrive and build the cultural capital they need to make aspirational choices about their own futures, overcoming any barriers.
Within the Design and Technology Progressive Skills Document, our objectives identify what pupils should know by the end of each year group and link to prior learning. These enable teachers to identify and plug gaps in pupils’ knowledge and skills. Within Design and Technology, pupils will develop a deep understanding of key concepts and disciplinary knowledge.
These key concepts have been carefully considered and identified as the core knowledge and skills, required to successfully achieve in Design and Technology. The key concepts are revisited and developed as the pupils move through the school to ensure the knowledge and skills are firmly embedded within the long term memory.
The Design and Technology curriculum is structured into five key concepts:
In addition to the key concepts, the subject leader has identified D&T specific disciplinary knowledge (how designers construct their knowledge). These can be used across all aspects of a subject to organise the substantive knowledge and skills taught.
Disciplinary knowledge will be explored and developed throughout the D&T curriculum as pupils move through the school. They can be used across all aspects of a subject to grow an awareness of how designers construct their knowledge.
By the end of EYFS, pupils will:
By the end of Key Stage 1, pupils will:
By the end of Key Stage 2, pupils will:
Any child working below their age-related expectation will receive pre-teaching and tailored support to help build the skills and knowledge needed to bridge the gap between themselves and their peers, enabling them to reach their full potential.
Characteristics of a Designer
Aspirations for the Future
Pupils develop an understanding of how subjects and specific skills are linked to future jobs.
Here are some of the jobs you could aspire to do in the future as a Designer:
For more careers, please visit First Careers.
Implementation- How we will deliver the curriculum
At St Anne’s Catholic Primary School, our curriculum is carefully mapped out into a Long-Term Plan.
This enables links between subjects to be identified and carefully planned for to support pupil’s retention of knowledge and skills.
Design and Technology projects are taught across the year and outcomes are demonstrated in Design and Technology books and in photographic evidence. The KAPOW scheme is organised as follows:
Each of the 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.
Our D&T curriculum is anchored in the KAPOW primary scheme which is a spiral curriculum with key area revisited again and again with increasing complexity, allowing children to revisit and build on their previous learning.
Lessons incorporate a range of teaching strategies from independent tasks, and paired and group work (Kagan) including practical hands-on, computer based and inventive tasks. Lessons are engaging and appeal to children with a variety of learning styles. Differentiated guidance is built into each lesson to ensure that lessons can be accessed by all children and opportunities to stretch children’s learning are available when required.
Knowledge organisers (shared with families) for each unit support children to build a foundation of factual knowledge by promoting recall of key facts and vocabulary.
Strong subject knowledge is vital for practitioners to be able to deliver a highly effective and robust Design and Technology curriculum. Each unit of lessons includes multiple teacher videos to develop subject knowledge and support ongoing CPD.
Impact - How Do We Know Our Design and Technology Curriculum is Effective?
A wide range of strategies are used to measure the impact of our Design and Technology curriculum.
Our teaching sequence enables opportunities for formative assessments to be carried out by teachers during lessons, which will allow them to inform future planning. Additionally, summative assessments are carried out by using an internal assessment tool (Insights) . As a result of these assessment tools, pupils’ misconceptions or gaps in subject knowledge, skills, behaviours and attitudes are addressed and additional teaching and support is provided.
In EYFS, staff professional judgements are valued. Assessments are formative so that they quickly make a difference to children’s learning. They inform the provision of activities and experiences which develop children’s skills and knowledge as well as giving opportunity for further practice.
Our Subject Leader will also monitor the effectiveness of the Design and Technology curriculum through regular subject monitoring. These evaluations are quality assured by the Curriculum Leads, Senior Leadership and Governors.
The effectiveness of Design and Technology is also monitored through pupil and parental voice throughout the course of the year.
In evaluating the effectiveness of our teaching of DT, we should be aware of the following:
Impact- How Do We Know Our Curriculum is Effective?
Our curriculum is designed to support teachers to make formative and summative assessments within each unit through lesson by lesson observations against the learning objectives, retrieval exercises and unit quizzes.
The expected impact of our DT curriculum is that children will: