Design and Technology
Statement of Intent
Our Vision and Aims:
Our mission for Design and Technology is to enable the pupils to have a spectrum of opportunities to
innovate, design, create and evaluate by combining the skills and the knowledge that underpin this
highly practical and enjoyable subject. To promote the ‘Love of Learning’ children undertake tasks
ranging from planning and preparing a healthy meal; additionally, seeing if they can keep in budget
too, through to designing and making miniature fairground equipment using all and any of the
appropriate tools and skills developed on their learning journey. Design and Technology aims to
enhance and draw on the key learning from science and mathematics within our school to really give
children the opportunity to demonstrate all their knowledge and creativity.
Design Technology is a largely practical learning opportunity; as such, our aims reflect this. Our
shared aims also encompass the wider impact of design technology; looking beyond the Design and
Technology curriculum to include elements from other curriculum areas; as well as the wider impact
upon the learner.
innovate, design, create and evaluate by combining the skills and the knowledge that underpin this
highly practical and enjoyable subject. To promote the ‘Love of Learning’ children undertake tasks
ranging from planning and preparing a healthy meal; additionally, seeing if they can keep in budget
too, through to designing and making miniature fairground equipment using all and any of the
appropriate tools and skills developed on their learning journey. Design and Technology aims to
enhance and draw on the key learning from science and mathematics within our school to really give
children the opportunity to demonstrate all their knowledge and creativity.
Design Technology is a largely practical learning opportunity; as such, our aims reflect this. Our
shared aims also encompass the wider impact of design technology; looking beyond the Design and
Technology curriculum to include elements from other curriculum areas; as well as the wider impact
upon the learner.
We aim:
- To provide children with the opportunity to make quality products.
- To provide children with the opportunity to explore food and cooking techniques along with
healthy eating and environmental issues within food production.
- To develop design and making skills, knowledge and understanding to the best of each
child’s ability; using and selecting a range of tools, materials and components.
- To become creative problem solvers as individuals and members of a team.
- To develop an ability to criticise constructively and evaluate their own products as well as
others.
- To help children develop an understanding of the ways people in the past and present have
used design to meet their needs. To then reflect upon this and evaluate such techniques.
- To offer enterprise opportunities involving elements of Design and Technology
- To provide children with the opportunity to make quality products.
- To provide children with the opportunity to explore food and cooking techniques along with
healthy eating and environmental issues within food production.
- To develop design and making skills, knowledge and understanding to the best of each
child’s ability; using and selecting a range of tools, materials and components.
- To become creative problem solvers as individuals and members of a team.
- To develop an ability to criticise constructively and evaluate their own products as well as
others.
- To help children develop an understanding of the ways people in the past and present have
used design to meet their needs. To then reflect upon this and evaluate such techniques.
- To offer enterprise opportunities involving elements of Design and Technology
How Design and Technology is taught
To effectively deliver the curriculum requirements we believe that a combination of thematic
learning amalgamated alongside teaching skills discretely best serves the manner in which our
curriculum works. EYFS operates a 1 year rolling program, whereas Key Stage 1 (Y1+Y2), Lower Key
Stage 2 (Y3+Y4) and Upper Key Stage 2 (Y5+6) offer a rotating cyclical process. This is broken down
into Cycle A and Cycle B. Children will be taught towards ‘End Points’ for each of these stages. These
end points ensure children receive a broad coverage of knowledge and skills, challenge appropriate
for their age and the opportunity to build on skills each year; rather than duplicate learning. Within
this cyclical system children will follow an age appropriate learning process detailed beneath. This
ensures children understand the process of product design at an appropriate level for their age.
To effectively deliver the curriculum requirements we believe that a combination of thematic
learning amalgamated alongside teaching skills discretely best serves the manner in which our
curriculum works. EYFS operates a 1 year rolling program, whereas Key Stage 1 (Y1+Y2), Lower Key
Stage 2 (Y3+Y4) and Upper Key Stage 2 (Y5+6) offer a rotating cyclical process. This is broken down
into Cycle A and Cycle B. Children will be taught towards ‘End Points’ for each of these stages. These
end points ensure children receive a broad coverage of knowledge and skills, challenge appropriate
for their age and the opportunity to build on skills each year; rather than duplicate learning. Within
this cyclical system children will follow an age appropriate learning process detailed beneath. This
ensures children understand the process of product design at an appropriate level for their age.
How we support our SEND pupils
All children are expected to partake in Design and Technology tasks; reasonable adaptions may be
required to enable specific children to partake in learning opportunities. Where required;
differentiation of task, outcome or support can be used to enable pupils to make relevant progress
and to also enable them to achieve a sense of success in accomplishing appropriately challenging
tasks. We aim for our children to rise to the challenge with the appropriate support where possible;
instead of lowering the expectation.
All children are expected to partake in Design and Technology tasks; reasonable adaptions may be
required to enable specific children to partake in learning opportunities. Where required;
differentiation of task, outcome or support can be used to enable pupils to make relevant progress
and to also enable them to achieve a sense of success in accomplishing appropriately challenging
tasks. We aim for our children to rise to the challenge with the appropriate support where possible;
instead of lowering the expectation.
How we support our Pupil Premium children
Our pupil premium children are supported in multiple ways within Design Technology. Our extracurricular
activities encompass multiple points where children can access clubs enabling them to
develop their Design Technology Skills. Pupil premium children can access a priority place to ensure
opportunities for them to access a broad education are present and available. Where additional
funds are required for projects stretching beyond that of the National Curriculum; pupil premium
children may receive support in accessing either resources or other requirements.
Our pupil premium children are supported in multiple ways within Design Technology. Our extracurricular
activities encompass multiple points where children can access clubs enabling them to
develop their Design Technology Skills. Pupil premium children can access a priority place to ensure
opportunities for them to access a broad education are present and available. Where additional
funds are required for projects stretching beyond that of the National Curriculum; pupil premium
children may receive support in accessing either resources or other requirements.
How we extend our Gifted and Talented pupils
Pupils demonstrating an ability to consistently exceed high expectations or to demonstrate skills
considerably higher than their expected working ability may be placed on the Gifted and Talented
register. Additionally, in line with our mastery approach curriculum; children demonstrating a higher
level of skill/attainment should look to deepen their understanding by receiving a higher level
challenge of their application to a range of scenarios within their own year expectations, before
looking to a higher year group for appropriate challenge.
Pupils demonstrating an ability to consistently exceed high expectations or to demonstrate skills
considerably higher than their expected working ability may be placed on the Gifted and Talented
register. Additionally, in line with our mastery approach curriculum; children demonstrating a higher
level of skill/attainment should look to deepen their understanding by receiving a higher level
challenge of their application to a range of scenarios within their own year expectations, before
looking to a higher year group for appropriate challenge.