Click on the sections below to explore and learn more about the Design Technology curriculum at St Mary’s.

Intent: Why we teach Design and Technology

 It is our intention at St. Mary’s to develop a challenging curriculum that enables children to build a broad range of subject knowledge and skills which can be applied in a wide variety of situations. Our aim is to inspire children and provide them with skills for life. Pupils will be encouraged to solve real and relevant problems within a variety of contexts to fully equip them with the necessary skills for life.

Pupils will use their own creativity and imagination, to design and produce their own products, considering their own and others’ needs, wants and values. Projects within Design and Technology will incorporate other disciplines such as mathematics, science, engineering, computing and art.

Through these projects, pupils will learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the critical analysis and 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. We aim to prepare our pupils for the rapidly evolving world so they are equipped to adapt and adjust the skills they have acquired.

Our Design and Technology curriculum is based on an adapted model of the Early Years Framework and the National Curriculum. Progression documents have been introduced in order to build on the skills needed to meet the end of Key Stage objectives in the National Curriculum. Our long term plan is broad and balanced, allowing children to gain an opportunity to practice and experience a wide range of skills and opportunities.

Implementation: How we teach Design and Technology

The Design and Technology curriculum is taught through a Progressive School Curriculum Document (PSCD), which is in line with the EYFS Statutory Framework (PD and EAD) and National Curriculum. This is used to aid teaching staff in their subject knowledge, organisation and delivery.

We teach the National Curriculum, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children.

Through a variety of creative and practical activities, we teach the knowledge, understanding and skills needed to engage in an iterative process of designing and making. All teaching of D&T should follow the design, make and evaluate cycle. Each stage should be rooted in technical knowledge. The design process should be rooted in real life, with relevant contexts to give meaning to learning. The children will consider function and purpose and relate this to the context in which it will be used. While making, children should be given choice and a range of tools from which to choose freely. To evaluate, children should be able to assess and critique their own products against a design criteria. Each of these steps should be focused on technical knowledge and vocabulary.

Key skills and key knowledge for Design and Technology have been mapped across the school to ensure progression between year groups. The context for the children’s work in Design and Technology is also well considered and children learn about real life structures and the purpose of specific examples, as well as developing their skills throughout the programme of study.

The key skills we teach the children are: sewing and textile, cooking and nutrition, electrical and mechanical components and using a range of materials.

D&T is usually taught in short blocks. Each class completes one project per term which links to their topic. Every lesson builds upon previous skills and allows focused time for these to become embedded and to give the opportunity to retrieve information already taught and apply it to the new learning.

Impact : What Design and Technology gives to our children

Through our Design and Technology curriculum we aim to ensure the children develop the creative, technical and practical expertise to perform everyday tasks and to participate successfully in an increasingly technological world. We aim to give children a positive attitude to learning and the tools required to work independently. Pupils will gain the ability to use time effectively, working within a given time frame and work constructively both on their own and in partnership with others.

Pupils will become confident at undertaking thorough research, showing initiative and be able to ask questions to expanded their knowledge and understand the needs of the intended users of the product.

Pupils will build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users and critique, evaluate and test their ideas and products and the work of others. They will gain the ability to act as designers and makers, selecting their own materials and making informed choices. Through the progression of skills, by year 6, our pupils will have a thorough knowledge of which skills, equipment and materials are required and be able to use them safely.

The aim during our cooking and nutrition lessons are to provide children with the knowledge of food so they can make informed choices. They will have built up the skills required throughout their time in our school to be able to create simple, healthy dishes which inspires them to continue to develop these skills and become more adventurous with their food choices.

Assessments are based on teacher judgement, whereby, in each session, any children who are not meeting lesson objectives, and those who are exceeding and performing at a higher level are recorded and targeted for future support in subsequent lessons. These weekly assessments will not only inform future sessions but will also provide a half termly overview of children’s progress within their year groups expected outcomes.

In the EYFS observations are recorded in the children’s personalised online learning journey- Tapestry. Pupils are assessed within EAD as well as PD. Progress is tracked and age related expectations are reported to parents at the end of the year. Pupil Voice plays an important role in the children’s enjoyment, engagement and development and crucially, within a lesson, children are given time to reflect on their learning and take part in self, peer and group feedback. We have fostered excellent relationships with local sports clubs and have the ability to signpost children who enjoy or have a particular aptitude in a specific sport to the appropriate club. This allows them to take to take a certain skill or interest beyond the classroom.

Mrs Cartwright- DT Lead