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Design and Technology

INTENT

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The school curriculum is informed by the national curriculum and is sensitive to pupil interest, as well as the context of the local area. It is a bespoke, broad and balanced curriculum which is used alongside the skill progression map for DT, to set out the knowledge and skills pupils will gain at each stage. Quality First Teaching of DT occurs at St Thomas Primary, as cohort groups plan effectively, ensuring clear subject milestones and learning objectives are made, previous knowledge and skills are built upon and opportunities for revision are made. The DT curriculum is designed around the needs of the pupils in our school and there are a variety of approaches used to enable pupils make good progress.  Lessons planned have clear subject and skill intent, ensuring learning is meaningful and engaging where pupils gain knowledge and understanding of a range of skills, concepts, attitudes, techniques and methods of working creatively. The work given to pupils, over time and across the school, consistently matches the aims of the curriculum.

The aims of teaching DT in our school are to develop pupils who:

  • To enable all children to have access to a varied range of high quality DT experiences.

  • To provide an imaginative, innovative and co-ordinated DT programme which will foster enthusiasm for design amongst all the children

  • To foster an enjoyment and appreciation of the visual arts and a knowledge of artists, craftspeople and designers, through links with the local and wider multicultural community.

  • To stimulate children’s creativity and imagination by providing visual, tactile and sensory experience.

  • To help children explore the world at first hand, using all their senses and experimentation, and so gain knowledge and understanding of the world in which they live in.

  • To develop children’s understanding of colour, form, texture, pattern and their ability to use materials and processes to communicate ideas, feelings and meanings.

  • To inspire confidence, value and pleasure in DT.

  • To cultivate children’s aesthetic awareness and enable them to make informed judgements about DT and become actively involved in shaping environments.

  • To teach children to express their own ideas, feelings, thoughts and experiences.

  • To develop children’s design capability.

  • To enhance children’s ability to value the contribution made by artists, craft workers and designers and respond critically and imaginatively to ideas, images and objects.

  • Ensure the progressive development of knowledge and skills (Practical, Theoretical and Discipline based knowledge).

  • Develop the children’s competence in controlling materials and tools and becoming proficient in various techniques and processes.

  • Begin to develop an awareness of the visual and tactile elements; foster enjoyment and appreciation of different mediums of DT.

  • Increase critical awareness of the roles and purposes of DT in different times and cultures, and analyse works using the language of design and technology.

All classes, in each year group will be given the opportunity to practice these skills with an aim to link to real life scenarios.

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IMPLEMENTATION

At St Thomas primary, the design technology national curriculum outlines 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. DT is designed and delivered in a way that allows pupils to transfer key knowledge to the long-term memory which is then applied fluently.  

Across each year group, DT is a coherently sequenced planned scheme of work that has a clear progression of skills and knowledge within five strands: Design, Make, Evaluate, Technical knowledge and Cooking and Nutrition. It is sequenced carefully so that new knowledge and skills build on what has been taught before and pupils can work towards clearly defined end points. At St Thomas, mastery of skill and knowledge is crucial; no gaps in learning should arise as pupils move onto the next stage. Staff use the How to teach document which sets out how staff at St Thomas primary school should teach DT. This ensures consistency and sets clear expectations for all year groups. We set high expectations for our pupils and provide opportunities for all to achieve, including boys and girls, pupils with educational special needs, pupils with disabilities, pupils from all social and cultural backgrounds and those from diverse linguistic backgrounds. The class teacher’s role is a vital role to develop the progression in learning and understanding and create effective learning environments. They class teacher will motivate children as learners using a range of teaching approaches and techniques.

We teach pupils the act of investigating and making including exploring and developing ideas and work. We do this through a mixture of directed teaching and individual or group tasks. Teachers draw attention to good examples, they encourage children to evaluate their own ideas and methods and the work of others.  Children are given the opportunity within lessons to work on their own and collaboratively on projects in two and three dimensions. Pupil motivation and enjoyment is paramount so a variety of engaging and active approaches are encouraged. The Design and Technology curriculum intends to inspire pupils to develop a love of DT and see how it has shaped the world they live in.

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Early Years

The EYFS framework is structured differently to the national curriculum as it is organised across seven areas of learning rather than subject areas. However, at St Thomas it is of primary importance that pupils develop skills early on so we have identified which early years outcomes are prerequisite skills for DT within the national curriculum.

Early Years Foundation Stage During the EYFS pupils explore and use a variety of media and materials through a combination of child initiated and adult directed activities within the provision. They have the opportunities to learn to:

• Use different media and materials to express their own ideas 

• Use what they have learnt about media and materials in original ways, thinking about form, function and purpose

• Make plans and construct with a purpose in mind using a variety of resources 

• Develop skills to use simple tools and techniques appropriately, effectively and safely

• Select appropriate resources for a product and adapt their work where necessary

• Cook and prepare food adhering to good health and hygiene routines

 

Throughout the Early Years, the children are encouraged to explore and experiment with a range of tools and materials. Opportunities to investigate with different materials and tools are available both within the classroom along with the outdoor provision. By the end of Early Years, children are expected to be able to safely use and explore a variety of materials, tools and techniques, experiment with colour, design, texture, form and function. Share their creations and explain the process they have used.

“The creative area you can make presents, sometimes I make them for toys because soon it’s my baby dolls birthday” – Reception Child

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Key Stage 1

At Key Stage 1, DT is about expanding children’s creativity and imagination through providing craft and design activities relating to the children’s own identity and experiences, to natural and manufactured objects and materials with which they are familiar, and the locality in which they live.

  • Children will explore the visual, tactile and sensory qualities of materials and processes and begin to understand and use colour, shape and space, pattern and texture, to represent their own ideas and feelings.

  • Children will focus on the work of artists, craftspeople and designers by asking and answering questions, such as: ‘What is it like?’ ‘What do I think about it?’

“DT is when we learn about making different things. Technology is man-made things that help us to do stuff” – Year 1

 

Key Stage 2

At Key Stage 2, DT is about fostering children’s creativity and imagination by building on their knowledge, skills and understanding of materials, techniques, nutrition, design, evaluating and making processes, through providing more complex activities. Children’s experiences help them to understand the diverse roles and functions of DT in the world around them.

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IMPACT

The Design and Technology (DT) curriculum is designed to foster a sense of enjoyment and confidence in students, enabling them to apply DT skills to other areas of the curriculum and in real-life situations. Through this curriculum, students will acquire deep, lasting knowledge, remembering more and understanding the key principles of Design and Technology. This understanding will be demonstrated through the practical application of skills and tools, both within school and in extracurricular activities.

 

The skills developed through the DT curriculum—such as efficient time management, teamwork, initiative, independence, resilience, and risk management—are intended to serve students beyond their school years, shaping them into well-rounded, capable individuals. These attributes will contribute to their future success and help them become proactive citizens who can positively impact society.

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How We Assess and Support Your Child’s Learning

Ongoing Assessment

Teachers regularly check students’ progress through observations, collected work, and assessments at the end of each unit. This helps teachers spot students who may need extra help or more challenges in their learning. Based on these assessments, they provide support for those who need it and offer extensions for those who are excelling.

Meeting Curriculum Standards

Teachers ensure students are meeting the goals set by the National Curriculum as well as our school’s DT objectives. The focus is on understanding and applying concepts rather than just memorizing them. We track each student’s progress, aiming for steady growth as they build on their skills over time.

Assessment for Learning (AFL)

Using methods like questioning, feedback, and self-assessment, teachers identify gaps in knowledge and skills. These approaches encourage students to reflect on their learning, set personal goals, and understand their next steps.

This assessment approach helps us provide targeted support, fostering each child’s growth, problem-solving abilities, and love for learning.

RELEVANT DOCUMENTS

USEFUL LINKS​

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