D&T Intent

School Prospectus 2022
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August 2022
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Intent, Implementation and Impact

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making.

They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment]. When designing and making, pupils should be taught to:

  • Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups  
  • Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design 
  • Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately 
  • Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities 
  • Investigate and analyse a range of existing products  
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work  
  • Understand how key events and individuals in design and technology have helped shape the world 
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  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures  
  •  Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]  
  • Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]  
  • Apply their understanding of computing to program, monitor and control their products. 
  • Investigate and analyse a range of existing products  
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work  
  • Understand how key events and individuals in design and technology have helped shape the world 
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As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. Pupils should be taught to: 

  • Understand and apply the principles of a healthy and varied diet  
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques  
  • Understand seasonality and know where and how a variety of ingredients are grown, reared, caught and processed. 

Intent

  • Clear and comprehensive scheme of work in line with the National Curriculum. The Design Technology National Curriculum is planned for and covered in full within the school curriculum. Whilst the National Curriculum forms the foundation of our curriculum, we make sure that children learn additional skills, knowledge and understanding and enhance our curriculum as and when necessary.  
  • Food technology is implemented across the school with children developing an understanding of where food comes from, the importance of a varied and healthy diet and how to prepare this. 
  • A ‘DT Curriculum’ document shows a clear overview of design and technology across the school and medium term plans and individual lesson plans are available for further support and guidance for teachers.  
  • Class teachers are responsible for following and covering the ‘Progression in DT Skills’ document to ensure skills and techniques are developed across the school and progression is made. 
  • Design and technology is an important part of school life and learning and it is for this reason that as a school we are dedicated to the teaching and delivery of a high quality Design and Technology curriculum; through well planned and resourced projects and experiences. 
  • Language – The promotion of a language rich Design Technology curriculum is essential to the successful acquisition of knowledge and understanding in Design Technology. The promotion and use of an accurate and rich vocabulary throughout school is planned in Design Technology. 
  • Independent learning and team work: In Design and Technology children may well be asked to solve problems and develop their learning independently or as part of a team. This allows the children to have ownership over their curriculum and lead their own learning in Design Technology as well as developing social and team work skills working alongside others.  
  • Cross-curricular skills -English, Maths, Science, History, Art and ICT skills are taught during discrete lessons but are revisited in Design Technology so children can apply and embed the skills they have learnt in a purposeful context. 
  • Projects encourage children to develop their personal skills as they learn to take risks, be reflective, innovative, enterprising and resilient.  
  • Displays are used to share and celebrate work throughout the school.  
  • Teacher assessment of children’s learning is an ongoing monitoring of children’s understanding, knowledge and skills by the teacher throughout lessons – Children receive feedback throughout the lesson to help them improve or develop their work. 
  • Self-assessment – Children are given opportunities to self-evaluate their work and offer ways in which to improve it 
  • Parents receive an interim report each year to inform parents of their child’s progress in this subject area.  
  • Trips and visiting experts enhance learning experiences.  
  • STEM opportunities for all year groups.  
  • Knowledge Organisers Children have access to key knowledge, language and meanings to understand Design Technology and to use these skills across the curriculum. (To be developed) 

Implementation

  • Class teachers are responsible for covering the key skills as set out in the ‘Progression in skills’ document.
  • Links are often made with other areas of the curriculum and art and design is used to enhance them.
  • The art and design subject leader will monitor and evaluate medium term planning and individual sketchbooks.
  • The Affective Curriculum projects (Spring term) incorporate art and design activities using a wide range of methods and skills.
  • Our approach is flexible but fulfils the requirements set out by the Curriculum and the ‘Progression in skills’ document.

Impact

Through our curriculum the children build on their DT knowledge and skills each year. As designers, they are able to develop skills and attributes which they can use beyond school and into adulthood. 

They learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Ongoing assessment is used to inform differentiation, support and challenge required by the children. 

Displaying the children’s projects enhance the school environment and reflect the children’s sense of pride in their DT work. Subject and school leaders monitor the impact of our curriculum provision through completing regular monitoring, that includes listening to the voice of our children.