Design and Technology
At St John's CE Primary School, our design and technology (DT) curriculum meets the national curriculum's statutory needs and is designed to meet the needs of all pupils at St John's CE Primary School. At St. John's DT is valued as an important part of pupils' entitlement to a broad and balanced curriculum and planned to build on knowledge and skills continually.
DT is an inspiring, practical, and creative subject. We provide all pupils with the opportunity to be designers and creative with technology. We want our pupils to develop a love for design and technology, inspiring and igniting their future career aspirations: chefs, architects, graphic designers, engineers, carpenters, or other such jobs design and technology.
At St. John's, pupils learn how to challenge themselves, becoming resourceful, imaginative, inventive, and adaptable individuals. Using innovation and creativity, through careful planning, pupils produce designs and construct products that solve real and relevant problems within various contexts. They gain a broad range of subject knowledge across their time at St. John's while drawing upon skills that they apply from other subject areas, such as science, computing, mathematics, and art.
Where possible, The DT curriculum has been designed to offer our pupils design projects which link other curriculum areas to make meaningful connections that embed knowledge and skills. Pupils will experience cooking, mechanics, textiles, and structures throughout the DT curriculum.
DT is taught in rotation with art and design. The DT curriculum is designed with cross-curricular links but taught as a discrete subject. This enables the teaching and learning to be focused and challenging.
Pupils are taught through the three phases of designing, making, and evaluating their products. Each year group focuses on three topics throughout the year, and each topic will focus on a separate set of skills. As pupils progress through the school, they are presented with opportunities to develop this knowledge and skills, as similar topics, for example, textiles, mechanics, are built upon when revisited. Pupils are encouraged to fully engage in the design process by evaluating a range of products to inform their ideas. They then plan and evaluate with a clear project intention. This is supported by quality questioning from the teacher to guide and challenge the pupils' thinking and draw upon skills they have acquired in previous design topics.
Design books are an important tool for our pupils to record their research, planning, and evaluations and use them to review and revisit ideas. Teaching and learning of DT will take account of the pupils' previous learning and their experiences. Evidence of this will be in their design books, which will go through the school with the pupil to enable them to reflect on their design journey and the skills explored.
Progression of skills is achieved through repeated exploration of the three phases of design across the school. Knowledge: skills, concepts, vocabulary, and key information, is embedded and built upon through a carefully sequenced curriculum map that makes connections within and across DT topics and exploits cross-curricular opportunities. Pupils apply their ICT skills and reading skills to research their designs. Many science links are made when using electrical components and considering the properties of materials. Applying mathematical skills enables pupils to consider and apply their learning of shape, measuring, and calculating quantities. These are applied during the design and construction phases. During cooking, pupils calculate the measurement of ingredients and the cost of items needed. They are encouraged to consider money management and apply their problem-solving skills when using a budget.
Our DT topics end with all pupils producing a final product they have designed, constructed, and evaluated. The pupils are given the opportunity to consolidate their skills each year by producing their work in pairs or independently. Each lesson and topic builds upon previous skills, demonstrating the progression of skills across each year group. The quality of work produced also highlights the pupils' acquisition and application of these skills. The DT subject leader monitors and evaluates the impact of the DT curriculum with regular monitoring such as work scrutiny and pupil voice.