"Computers and coffee cups, skyscrapers and socks. Everything not made by nature, has been designed." 

Intent - What we aim to achieve?

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. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and wellbeing of the nation.

At St. Patrick’s Primary School, we encourage children to use their creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering the 3S principle of Design and Technology for the project: Something for Someone with Some purpose. In order to help us achieve this, we follow the Design and Technology Association’s nationally recognised Projects on a Page scheme.

Children will learn the following essential characteristics to help them become effective designers and technicians:

• To develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
• To 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.
• To critique, evaluate and test their ideas and products and the work of others.
• To understand and apply the principles of nutrition and learn how to cook.

Design is what happens when people use creativity to solve problems.

Implementation - How do we achieve our aims?

The teaching and implementation of the Design and Technology curriculum at St. Patrick’s Primary School is based on the National Curriculum and supported by DATA’s Projects on a Page documents.

EYFS
In EYFS, Design and Technology is implemented through physical development and expressive arts. Within various topics, physical development is explored through fine and gross motor activities such as arts and crafts and the practice of using small tools. Feedback and support from adults allows children to develop proficiency, control and confidence. Through expressive arts, children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials developing their understanding, self-expression, vocabulary and ability to communicate through the arts.

Key Stages 1 and 2
Long term: Our long-term overview is designed so that children encounter a balanced ‘diet’ of the different areas of the Design and Technology curriculum as they progress through St. Patrick’s: mechanics, structures, food, textiles and electronics. These are scheduled to complement other areas of the curriculum where appropriate.

Medium term: Design and Technology units are taught termly and alternate with the St. Patrick’s Art and Design programme. In some cases, such as food, units are ‘blocked’ to ensure projects are able to be seen through to a suitable conclusion. Planning originates from the Projects on a Page documents, which outline the knowledge and skills covered.

Short term: Teachers break down Projects on a Page into individual lessons taught either across a half term or, where suitable, as a block over a number of days.

SEND
All pupils, regardless of need, are entitled to an excellent Design and Technology education. Lessons are carefully planned and resourced so that all children can access learning at an appropriate level that both engages them and challenges them. To ensure that all children are included, appropriate adaptive teaching strategies are implemented to support individuals’ needs. We appreciate that just because a child has special educational needs, this does not preclude them from being strong, resilient, innovative designers.

Assessment

Design and Technology is assessed termly using a data tracker that covers the skills and progression for the year group and topic which links back to the outlined key learning on the Projects on a Page documents. A teacher judgement is made based on the child's performance across the whole project not just the final product. Teachers assess each child's skills in the strands: designing, making, evaluating, technical knowledge and, when relevant, cooking and nutrition. We use data analysis to ensure good progress is made throughout the class and children who need further support are identified and provided with additional support, guidance and strategies.

Vocabulary
Throughout their Design and Technology lessons, children are introduced to the key vocabulary set out by the Projects on a Page scheme that is important to their learning. They are then encouraged to use this when discussing their own designs and that of others.

"From the spoon to the city"

Impact - How do we know if we've achieved our aims?

By the end of their time at St. Patrick’s Primary School children will:

• Develop a range of life skills, which they can use and develop beyond school life
• Display confidence and enjoyment in Design and Technology
• Use and apply skills across the curriculum, making meaningful connections in purposeful contexts
• Have a resilient attitude
• Be able to think critically and problem solve
• Have ambitious, aspirational futures and an understanding of how to achieve these.

We measure the impact of our curriculum through the following methods:

• Termly teacher assessments - A reflection on standards achieved against the planned outcomes (referring to the National Curriculum and the key knowledge identified in Projects on a Page). Evidence for these judgements is provided from activities and learning in DT lessons rather than through a written test
• Revisit and Review quizzes at the beginning and end of each topic to check children’s retention of key learning
• Pupil voice
• Internal moderation of books