Design and Technology

Intent, Implementation and Curriculum Impact

Intent

At Occold Primary School, we are passionate about providing a rich, creative and purposeful Design and Technology curriculum which enables all children to become confident designers, makers and problem-solvers. Through practical experiences, children learn how products are designed, made and evaluated, while developing the resilience, resourcefulness, curiosity and independence needed to meet challenges in the classroom and beyond.

Design and Technology brings learning to life. It provides meaningful opportunities for children to apply knowledge from across the curriculum, including mathematics, science, computing, art and design, English and PSHE. We want children to understand that good design is not simply about how something looks, but about how successfully it meets the needs of a particular user and purpose.

In line with the National Curriculum objectives for Design and Technology, our intent is that all pupils:

• develop creative, practical and technical expertise through designing and making high-quality products for a range of users and purposes
• develop knowledge of materials, structures, mechanisms, electrical systems, textiles and food, and understand how these can be selected and combined effectively
• learn to research and identify the needs, wants and preferences of users before developing their own design ideas
• use the design–make–evaluate process to generate, develop, communicate and improve ideas
• develop accurate practical skills, including measuring, cutting, joining, assembling, cooking, sewing and constructing, using appropriate tools and equipment safely
• develop an understanding of the properties and suitability of materials, ingredients and components
• use mathematical knowledge confidently when measuring, estimating, calculating and considering shape, proportion and scale
• consider the environmental, social and ethical impact of products, including the responsible use of materials and resources
• develop the confidence to take informed risks, learn from mistakes, refine their ideas and persevere when solutions do not work first time
• experience a broad range of designers, makers, products and design contexts, including opportunities to make links with the wider world and their local community
• understand that Design and Technology can lead to a wide range of future careers and contributes to solving real-world problems

Implementation

Our Design and Technology curriculum is carefully sequenced so that children build on prior knowledge and skills as they move through the school. It is closely aligned with the National Curriculum and supported by a clear progression of knowledge and skills. Learning is organised so that children encounter a broad range of D&T disciplines, including structures, mechanisms, textiles, electrical systems and food technology.

D&T is generally taught in focused blocks. This allows children to immerse themselves in a design challenge, maintain momentum through the design and making process, and use tools, materials and resources efficiently.

The design process

Teaching follows a clear design–make–evaluate cycle. Wherever possible, projects are rooted in authentic contexts in which children design and make something for somebody for a particular purpose. Children research existing products and users, develop and communicate ideas, select appropriate materials and techniques, make and modify prototypes or final products, and evaluate their outcomes against agreed design criteria.

Knowledge and skills

Children are explicitly taught the technical vocabulary, knowledge and practical skills needed to work successfully. Teachers model techniques carefully before pupils have opportunities to practise, apply and refine them. Children are encouraged to make informed choices about tools, materials and methods rather than simply following a set of instructions.

Structures: children explore stability, strength, shape, joining techniques and how structures can be strengthened.

Mechanisms: children investigate movement and use mechanisms such as levers, linkages, wheels, axles, sliders and pivots.

Electrical systems: in Key Stage 2, children develop an understanding of simple circuits, switches, components and control.

Textiles: children develop practical skills, including joining, stitching, decorating and constructing with a range of fabrics and materials.

Food technology: children learn to prepare and cook safely and hygienically, while developing an understanding of ingredients, nutrition, seasonality and healthy choices.

Digital and wider technologies: where appropriate, children use technology and control systems to support design, making and problem-solving.

Real-life and cross-curricular learning

D&T projects are used to strengthen learning across the curriculum. Children apply mathematical skills through accurate measuring, geometry and proportion; scientific knowledge through understanding materials, forces, electricity and nutrition; and computing skills through control and digital technologies. Links with English, art and design, geography, history and PSHE help children understand that design is part of the world around them.

Our local context is also important. Where appropriate, children draw upon the resources, environment, people and expertise available within our village and wider Suffolk community. We encourage family members and people with relevant skills and interests to share their expertise, helping children to see the relevance of D&T beyond the classroom.

Inclusion and support

Design and Technology is an inclusive subject in which every child should be able to participate meaningfully. Teachers provide appropriate scaffolding, modelling, adapted tools and materials, additional adult support and alternative ways of recording or communicating ideas where necessary. Our aim is to help children keep up with the curriculum while maintaining high expectations and enabling every pupil to experience success.

Safety and responsible practice

Safety is an integral part of D&T. Children are taught to select and use tools and equipment responsibly, to follow appropriate hygiene and safety procedures, and to understand and manage risk. They are also encouraged to use finite materials carefully and to consider sustainability, waste, repair, reuse and the environmental consequences of design choices.

Curriculum Impact

The impact of our Design and Technology curriculum is seen in children who are increasingly confident, capable and reflective designers and makers. By the end of their time at Occold Primary School, pupils should have developed a secure body of technical knowledge alongside the practical skills and learning behaviours needed to apply that knowledge independently.

By the time children leave our school they will:

• understand and confidently use the design–make–evaluate process
• research users and purposes effectively and use this information to inform their designs
• generate and communicate purposeful design ideas using sketches, diagrams, models, annotated drawings and other appropriate methods
• select suitable materials, ingredients, tools, equipment and techniques and explain their choices
• measure, mark, cut, shape, join, assemble and finish materials with increasing accuracy
• cook and prepare food safely and hygienically, with an understanding of nutrition and healthy choices
• have multiple experiences of working with textiles and a range of resistant and flexible materials
• understand and apply knowledge of structures, mechanisms and, in Key Stage 2, electrical systems and components
• evaluate their own products and the work of others against clear design criteria, identifying strengths and areas for improvement
• show resilience and resourcefulness by responding positively to problems, testing ideas and refining products
• work effectively both independently and collaboratively, taking responsibility for resources, time and outcomes
• understand that designers and makers have ethical and environmental responsibilities
• recognise the relevance of D&T to the wider world and begin to see the links between design, innovation, enterprise and future careers

Assessment

Teachers check for understanding throughout each project through questioning, observation, discussion, practical demonstration and review of pupils' design work. Feedback is given during the design and making process so that children can identify misconceptions, improve techniques and refine their products while learning is taking place.

Self-assessment and peer assessment are used where appropriate, with children encouraged to explain their decisions and evaluate their products against agreed criteria. Teachers adapt planning and support in response to pupils' needs, ensuring that misconceptions are addressed and that children who are ready for greater challenge can deepen their understanding.

Monitoring and review

The quality and impact of the Design and Technology curriculum are monitored by the subject leader through a range of approaches, including lesson observations, scrutiny of pupils' work and outcomes, discussions with teachers and pupils, and review of planning and curriculum coverage. This information is used to identify strengths, address gaps and refine provision so that the curriculum remains ambitious, coherent and inclusive.

Ultimately, we want children to leave Occold with the confidence to ask questions, solve problems, make thoughtful choices and turn ideas into purposeful products. We want them to recognise themselves as capable designers and makers who can use creativity, knowledge and practical skills to improve the world around them.

 

Design is not just what it looks like and feels like. Design is how it works

Steve Jobs, co-founder of Apple.