Design and Technology

Learning about fundamental concepts, skills, developments in history and understanding of the influence of key individuals in the field are interleaved into this process-driven structure. The children’s understanding of key skills and concepts builds from year to year, assessing and cementing prior learning, and therefore the implementation of the curriculum in the given sequence is crucial.

• Cross curricular learning: The curriculum is designed to be delivered alongside our art, and history curricula, as parts of it directly relate to areas of knowledge which the pupils acquire in these subjects. Where a unit looks at concepts which are also addressed in these subjects, the design and technology unit is generally taught after units in these other disciplines. This allows the children to approach their study of design and technology with a degree of confidence and ‘expertise’ and to consolidate their knowledge by creating connections between the different disciplines. Children’s learning is recorded in workbooks. These are viewed as working documents, which evidence the design process and may include notes, annotated photographs, drawings, diagrams and photographs of prototypes and finished work, as well as children’s evaluation of the projects which they undertake.

• Curriculum Planning: Our Design and Technology curriculum is delivered through a well-structured scheme of work that is progressive and tailored to the needs of our children. The curriculum is split into three different areas: ‘cook’, ‘sew’ and ‘build’. It is designed so that each year group will complete a unit of work in these three different areas once a year. Each unit specifies the concepts and skills which the children are expected to learn over the course of a unit. These concepts and skills progress gradually throughout the course of the six years of study.

   - In ‘cook’ children learn to cook from recipes which gradually build basic culinary skills, culminating in year six with the creation of a mezze-style meal requiring the pupils to produce various small dishes.

   - In ‘sew’ children practise using fabric and thread to learn basic sewing techniques to create objects which demonstrate embroidery, appliqué, weaving and plaiting. Concepts such as the properties and creation of different fabrics, fast fashion, industrialisation, waste, recycling and pollution are interwoven into these activities.

   - In ‘build’ children learn about the creation of structures and mechanical and electrical devices to create products such as cars, moving cards, toys and books. This culminates with year six learning to consider the user in real life, designing a water wall for children in reception.

• Design Process: The sequence of lessons in the ‘sew’ and ‘build’ areas of study follow a structure to enable the children to become familiar with, understand and practise the process of design: research and investigate, design, make, use and evaluate.

• Hands-on Learning: Children engage in practical, hands-on projects that allow them to apply their skills in real-world contexts. Each project is carefully crafted to incorporate design briefs, research, prototyping, testing, and evaluation.

• Assessment and Feedback: Formative assessment methods, such as peer and self-assessment, are used throughout projects. Teachers provide regular feedback to guide children’s learning, enabling them to reflect on their progress and set personal targets.

• Community Engagement: We actively seek collaborations with local industries, inviting professionals to speak and share their expertise. This not only enriches our curriculum but also helps children understand potential pathways for future careers in D&T-related fields. At the end of the Autumn term, a festive winter bake sale takes place. At the end of the Spring and Summer terms a lunch for governors/PTA members and fashion show takes place.