Design Technology
Intent
At Bede Community Primary School, we are committed to providing all children with learning opportunities to engage in design and technology. Our planning and practice is based on the National Curriculum for Design and Technology together with The DT Association’s Projects on a Page.
In line with the national curriculum’s aims for design and technology we aim to ensure that all pupils:
- develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
- build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
- critique, evaluate and test their ideas and products and the work of others
- understand and apply the principles of nutrition and learn how to cook.
We believe design and technology is about designing and making products for a specific user and purpose. It involves children learning about the world we live in and developing a wide range of knowledge and skills through designing and making. It helps children to think through problems creatively, about how to organise themselves and how to use knowledge and skills to bring about change and to shape the environment. Through design and technology, we support our children to become discriminating and informed users of products and imaginative and thoughtful innovators.
Implementation
At Bede Community Primary School, design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world.
In the Early Years Foundation Stage, we provide opportunities for children to develop a curiosity and interest in the designed and made world through investigating, talking and asking questions about familiar products. The children develop confidence and enthusiasm through frequent exploration of construction kits to build and construct objects, and activities for exploring joining, assembling and shaping materials to make products. Their vocabulary is extended through talking and explaining about their designing and making activities.
Time allocation
Design and technology is taught for approximately 8-12 hours each half term, depending on the project being undertaken.
Teachers use their own discretion when deciding how each project is taught. For example, projects could be taught for two afternoons per week in a three- week block or every afternoon for a week. Teachers will use the best option to give greater coherence to children’s learning.
Planning
- The D&T Association’s Projects on a Page provides the framework for learning and teaching in design and technology, which we have converted into our own long-term plans. This was introduced in September 2023.
- One unit of work is planned and undertaken each term. (3 units per year)
- Teachers use the project planners in the scheme imaginatively, working from set medium term plans, which they can adapt to suit specific needs or situations year on year, whilst ensuring the learning objectives remain the same in order to ensure progression.
- Children, in their designing and making, apply knowledge and skills of textiles, food, mechanisms, mechanical systems and structures. Electrical systems are taught in KS2.
- All design, make and evaluate assignments provide learning opportunities for developing creativity through designing skills such as generating, exploring, modifying ideas through drawing, and modelling with materials.
- In the EYFS, regular design and technology activities are planned; some initiated by children, and some led by adults.
Links with other subjects and key competencies
We believe design and technology provides a natural opportunity for children to practice and improve basic skills such as spoken language, English and mathematics.
In our design, make and evaluate assignments we also aim to provide learning opportunities, linked to our super learning powers, for developing key competencies such as problem-solving, teamwork, negotiation, leadership and perseverance.
Through evaluating the process and their final products children are encouraged to improve their own learning and performance.
Children develop and apply knowledge and skills from art and design, science, computing and English in design and technology. Teachers make links, wherever possible, to help raise standards in all subjects and enhance children’s learning.
All class teachers have responsibility for planning and teaching D&T to their classes.
Inclusion
A wide range of cultural images and contexts will be used in design and technology, and we will use these opportunities to challenge stereotypes.
For all children to produce their best, we plan differentiated resources and tasks through:
- adapted worksheets;
- changing the demands of a task;
- more limited choices;
- greater teacher intervention, small group work and teaching assistant support;
- ensuring manipulative skills needed are manageable;
- selecting appropriate tools and equipment.
- use of widget flashcards (specifically created for DT areas in school and used consistently from one year group to another)
Talented or able children are challenged through more demanding tasks such as more open-ended design briefs, rigorous testing of their products, carrying out independent research, giving additional responsibilities such as leading a team.
The learning environment
We aim to provide a learning environment where children feel secure and creative. Risk-taking and problem-solving is encouraged and children’s design ideas and suggestions are valued.
Assessment, recording and reporting
- The design and technology subject leader collects selected examples of children’s work from the projects in our scheme of work. The examples will be used for identifying progression and expectations.
- Children in Key Stages 1 and 2 keep sketches, plan drawings, paper mock-ups, notes and evaluations in a design and technology book (Orange).
- Photographs are uploaded on Earwig. These are used for assessment purposes and for monitoring progression.
- Teachers make notes at the end of projects on their project planners regarding children who are significantly above or below expectations, any problems encountered, any resources needed etc. This will inform future planning.
- Children are encouraged to make personal assessments of their own work through evaluating activities and identifying what they need to do to improve. These should be recorded with the help of sentence stems to develop critical thinking and correct use of technical vocabulary.
- Teachers’ final assessments are recorded on our whole school tracking document.
Management and organisation of resources
The design and technology subject leader will order consumable resources at the end of each term for specific planned projects. A request for alternative or additional resources can be made at this time.
Consumable materials such as masking tape and PVA will be stored in the art cupboard.
Tools and equipment such as wire strippers, hacksaws, bench hooks, snips are kept centrally in Buddy's Inspiration Station. (signing in/out sheet to be used)
Food will be bought and used on the week it is needed.
Utensils and equipment for food will be stored in the Bede Bakeoff Room. Teachers will always teach the safe use of tools and equipment and insist on good practice.
Role of the design and technology subject leader
The subject leader will:
- inspire learning through bringing design and technology alive for our children;
- monitor and evaluate the learning and teaching of design and technology within the school;
- devise an action plan to show future developments and review progress;
- provide specialist support and guidance to colleagues on teaching projects and planning;
- purchase and organise resources and maintain equipment to make them easily accessible for colleagues;
- attend courses for CPD and report back to staff;
- explore ways to raise the profile of design and technology within school and make links with local businesses;
- encourage parents to be involved in their children’s learning in design and technology.
Impact
The Design and Technology curriculum at Bede Community Primary School fosters creativity, critical thinking, and practical skills among students, preparing them to navigate and contribute to a rapidly evolving technological world. Through a hands-on, interdisciplinary approach, students develop the ability to design, make, and evaluate products, applying knowledge from subjects such as mathematics, science, computing, and art. This not only enhances their academic abilities but also cultivates key life skills like problem-solving, teamwork, and resilience.
By encouraging innovation and risk-taking in a supportive environment, our D&T offer inspires pupils to become resourceful, capable citizens with a strong sense of responsibility for their creations and their impact on the world. Through structured, differentiated instruction, every child is given the opportunity to excel, ensuring all learners, including those with additional needs and talents, are challenged appropriately. Ultimately, our D&T curriculum equips pupils with the skills and confidence to both understand and shape the world around them, fostering a lifelong appreciation for design, technology, and its real-world applications.