SandonDesign and Technology
“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.” (National Curriculum 2014)
Intent
At Sandon JMI we aim 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. Our DT curriculum provides opportunities for all children to learn, think, and solve problems both as individuals and as part of a team. 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 and participate successfully in an increasingly technological world.
Implementation
The design and technology national curriculum outlines three main stages of the design process:
- Design
- Make
- Evaluate
Each stage of the design process is underpinned by technical knowledge which encompasses the contextual, historical, and technical understanding required for each strand. The development of this technical knowledge supports pupils in creating increasingly complex designs as the progress through the school.
In our curriculum, there are 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)
Through Kapow Primary’s design and technology scheme, pupils respond to design briefs and scenarios that require consideration of the needs of others, developing their skills in the six key areas and problem solving for a purpose. Each of our topic units follow the design process (design, make and evaluate) and have a particular theme and focus from the technical knowledge or cooking and nutrition section of the national curriculum. Key skills are revisited repeatedly with increasing complexity in a spiral curriculum model, building on pupils’ previous learning.
At Sandon, weekly lessons are taught in half-termly rotation with art and design units to support children in engaging with a rich and varied curriculum. Lessons incorporate a range of teaching strategies from independent tasks, paired and group work including practical hands-on, computer-based and inventive tasks. Tasks are differentiated so all pupils can access learning and there are opportunities to stretch children’s learning when required.
Our design and technology curriculum supports pupils to meet the end of key stage attainment targets in the National curriculum. In EYFS (reception) children explore a range of media and techniques freely and experimentally during child-initiated learning, as well as engage in adult-led activities. EYFS units provide opportunities for pupils to work towards the Development matters statements and the Early Learning Goals. Skills progressions from EYFS to year 6 clearly show age related expectations across the core areas of design and technology, supporting teachers in implementing the lessons and identifying next steps for pupils, particularly in mixed-age classes.
Impact
Through the teaching of our design and technology curriculum, children are well-equipped with the skills, technical knowledge, and vocabulary to support them in the design and making of products for a wide range of purposes. At Sandon, DT plays an important role in the development of pupils’ creativity and problem-solving abilities. Children are expected to take increasing ownership over the success criteria they use in the designing process and become confident to evaluate end products against these, identifying ways to improve. Our curriculum equips children with a range of skills and a strong foundation in design and technology to enable them to succeed in their secondary education and be innovative and resourceful members of society.
Following the implementation of this curriculum it is expected 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.
Records of children’s work are kept in books in KS1 and KS2. In EYFS the design process and creations are informally observed, with some key pieces being stored in folders or recorded in a learning journal, at the teacher’s discretion. Progress is monitored against the progression of skills documents. Formative assessment is used to support pupils and usually takes place during lessons through sensitive questions and observations during practical activities. Each lesson following Kapow Primary’s planning includes guidance to support teachers in assessing pupils against the learning objectives. There are summative assessment opportunities at the end of each unit to assess children’s knowledge.
Art and DT Curriculum 2024-2025