Subject Leader: Mrs Carey

Subject Role

The National Curriculum (2014) sees Design and Technology as a motivating and practical subject. DT builds pupils creativity and inventiveness to solve real life problems within a range of situations, whilst considering a variety of factors. A high-quality DT education provides an extensive subject knowledge which draws on a range of skills from other subjects, allows children to become resourceful, experimental and innovative individuals, and ensures that the evaluation of products from the past and the present help to develop a critical understanding of design and technology. There are three main stages of design process listed; design, make and evaluate underpinned by the technological knowledge of design, make, evaluate, technical knowledge and cooking and nutrition.   

Design Technology at Caedmon

At Caedmon, we believe that Design and Technology is an inspiring, practical and intellectually challenging subject that empowers children to become creative thinkers, innovative designers and confident problem-solvers. Our curriculum aims to develop the knowledge, skills and aspirations pupils need to understand, design and improve the world around them.

The curriculum is rooted in high expectations for every child. We aim to nurture the designers, engineers, architects, chefs and innovators of the future by introducing pupils to inspiring individuals, significant inventions and diverse careers within the design and technology industries. We aim to link the curriculum learning to careers, providing meaningful encounters with employers and professionals, and challenging stereotypes about who can succeed in technical and creative fields.

Our DT Curriculum develops two complementary strands of learning:

• Substantive knowledge: understanding materials and their properties, structures, mechanisms, electrical systems, textiles, food, nutrition, manufacturing and sustainability.
• Disciplinary knowledge and skills: learning how to investigate, design, make, test and evaluate products, applying technical knowledge to solve problems and communicate ideas effectively.

Intent
Our Design and Technology curriculum is carefully sequenced from the Early Years Foundation Stage (EYFS) to Year 6, ensuring that knowledge and skills build progressively in complexity, precision and independence. Learning is practical, purposeful and underpinned by explicit teaching, high-quality modelling and opportunities to apply knowledge in meaningful contexts.

Each unit follows a consistent design process: Explore, Design, Make, Test and Evaluate. This provides pupils with a clear framework for tackling design challenges while developing the independence to make informed decisions and refine their solutions.

Explore: Pupils investigate existing products, materials, mechanisms and manufacturing processes. They learn to analyse how products work, identify their intended users and understand why particular design choices have been made.

Through purposeful questioning, comparison and investigation, children develop curiosity and critical thinking. They consider functionality, aesthetics, material properties, safety, sustainability and suitability for purpose.

Design: Pupils respond to meaningful design briefs that establish a clear purpose, audience and set of design criteria. They communicate their ideas through discussion, sketches, annotated diagrams, models, patterns, templates and prototypes.

Make: Pupils develop practical competence through carefully sequenced opportunities to select, handle and manipulate appropriate materials, tools and components. Teachers explicitly demonstrate techniques and reinforce safe working practices before pupils apply their learning with increasing accuracy and independence.

Test: Skills include measuring, marking, cutting, folding, joining, stitching, shaping, assembling, constructing, cooking, programming and controlling systems. Pupils learn to select appropriate techniques, work with precision and recognise how craftsmanship influences the quality and functionality of a product.

Pupils test their products against their original design criteria and identify how effectively their solutions meet the needs of the intended user.

Testing may consider strength, stability, movement, functionality, appearance, accuracy, safety and durability. Children are encouraged to identify weaknesses, investigate causes and make purposeful modifications. Mistakes are understood as valuable opportunities to learn, refine and improve.

Evaluate: Pupils evaluate both their finished products and the processes used to create them. They use observations, testing and evidence to explain what worked well, identify limitations and suggest improvements.

We follow Kapow's Scheme of work which has a clear progressive base of skills and knowledge across each year group. Attainment targets and progression of skills have been mapped out to ensure securely achieving age expectations.

Impact

The impact of our Design and Technology curriculum is reflected in pupils who are increasingly knowledgeable, creative, technically competent and resilient. They develop the confidence to approach unfamiliar problems, apply prior learning and make purposeful decisions based on evidence and an understanding of the intended user.

Through DT children, are able to assess risks; they become responsible designers and makers and learn how to use tools, equipment and materials safely, hygienically and carefully. Teachers adapt where appropriate, while maintaining high expectations for learning and achievement. Practical tasks are structured to provide appropriate support alongside opportunities for independent thinking and challenge.

Children become analytical, reflective and evaluative by referring to their design brief when assessing the effectiveness of their design and how to improve future products.