“Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, children design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.” National Curriculum, 2014

Intent of our Design and Technology Provision

Design and Technology gives children the opportunity to develop skills, knowledge, vocabulary and understanding of designing and making functional products. We feel it is vital to nurture creativity and innovation through design, and by exploring the man-made elements of the world in which we all live and work.

The Design and Technology curriculum at Whitehouse Community Primary School is designed to provide creative, technical and practical opportunities in a range of relevant contexts, including construction, textiles, cookery and healthy eating. We follow a spiral approach where skills are built on and revisited each year. Through our inclusive, cross-curricular, skills-based lessons our children will also be given opportunities to evaluate past and present designs, research how these designs and technologies exist and investigate how they impact and are relevant to their daily lives and the world we live in today. Through high-quality DT teaching, we aim to develop innovative, practical and reflective learners able to participate successfully in an evolving technological world. We will support our children to build a comprehensive set of skills and a broad understanding of the design, making and evaluation process and draw on children’s knowledge from different disciplines such as maths, science, computing and art.

Implementation of our Design and Technology Provision

DT at Whitehouse is taught through carefully chosen theme-based projects, linked to our enquiry question. DT is taught through a sequence of weekly lessons or through dedicated DT curriculum days. Our DT curriculum consists of four areas: designing, making, evaluating and technical knowledge, and cooking and nutrition. Each year group will complete a project using textiles, construction or mechanics and food as well as studying a key designer or inventor. Year group specific targets have been developed so children revisit and develop their knowledge, skills and vocabulary year on year in all four areas. Teachers use these targets to focus their lesson planning and create scaffolded three step learning objectives and gold challenges. Focussing on one key areas reduces cognitive load and allows teachers to assess each concept accurately.

Children in key stage 1 learn how to make simple designs, select and use appropriate materials and evaluate their designs. Children in key stage 2 will broaden their knowledge and begin to develop their own design criteria and plan their own projects thinking about material choices and the product’s function. Children learn about the seasonality of foods and the principles of a healthy varied diet.  All children use sketch books to record each stage of the design process. Planning, making and evaluation skills are embedded across the curriculum and may also be evident in subjects such as art, science and English. The school has a variety of DT resources and equipment which are used to enrich our children’s learning. Teachers also create enthusiasm at home through inspiring homework tasks. Children’s work is showcased on classroom displays or through parent exhibitions. Where possible, enrichment opportunities such as trips or visits are also planned to allow children opportunities to experience local design/architecture or meet designers first hand.

Impact of our Design and Technology Provision

In DT children become risk takers, problem solvers and practical experts as they develop a critical understanding of the technologies of the world.

• The knowledge and skills learnt will be used in children’s day to day lives as well as preparing them for the challenges of secondary school
• Our DT curriculum gives our children the confidence and ambition to pursue design and technology outside of school through further education or a future career.
• Children have well-rounded knowledge of individuals that have shaped the world and how their inventions have impacted their daily lives. Children feel inspired to create and innovate existing ideas, which contribute to and influence future technology.
• Children are highly motivated to take part in DT lessons which has a positive impact on their acquisition and development of skills and their enthusiasm for school in general.
• Children produce high quality examples of original, imaginative, creative and innovative Design Technology work showing a clear progression of the skills and knowledge they gain year on year.
• Sequenced learning is recorded in sketch books showing a progression of skills and learning from year 1 to year 6.
• High quality examples of children’ work are displayed around the school. This includes homework projects related to the enquiry curriculum which uses DT skills.
• Cross-curricular links in lessons allow all children to build a wide range of knowledge and skills in a creative context, increasing confidence and reducing anxiety.
• Teacher assessment, peer assessment and children’ self-assessment are used to track progress and attainment. Assessments are recorded and monitored on classroom monitor and analysed through pupil-progress meetings termly.