Curriculum statement
| Intent |
At St. Anne's, children receive a design and technology curriculum which allows them to exercise their creativity through designing and making. The children are taught to combine their designing and making skills with knowledge and understanding in order to design and make a product. Skills are taught progressively to ensure that all children are able to learn and practice in order to develop as they move through the school. Evaluation is an integral, critical part of the design process and allows children to adapt and improve their product; this is a key skill which they need throughout their life. D&T allows children to apply the knowledge and skills learned in other subjects, particularly Maths, Science and Art. Children’s interests are captured through theme learning, ensuring that links are made in a cross curricular way, giving children motivation and meaning for their learning. Children will learn cooking skills. |
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| Underpinned by... | High expectations | Modelling | Fluency | Vocabulary |
| We are dedicated to the teaching and delivery of a high-quality Design and Technology curriculum, through well planned and resourced projects and experiences. They critically evaluate and are reflective when rethinking their design choices. | Through the DT curriculum, children should be inspired by engineers, designers, chefs and architects to enable them to create a range of structures, mechanisms, textiles, electrical systems and food products with a real-life purpose. | Children will develop knowledge and conceptual understanding of the nature, processes and methods of DT through different types of enquiries that help them to answer questions about the world around them; realise issues and make connections. | Subject specific vocabulary is taught and built upon as topics are revisited to ensure conceptual understanding, ensuring accurate use. | |
| Implementation
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Progression (Click here to access our progression documents) | Design cycle | Tools and resources | Skills |
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We teach the National Curriculum, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. |
All teaching of DT should follow the design, make and evaluate cycle. Each stage should be rooted in technical knowledge and are given equal weight. Children design products with a purpose in mind and an intended user of the products. | Children should be given a range of tools for their projects to choose from. This will increase with age and experience. Children use a wide range of materials and components; textiles, construction equipment and ingredients. |
The key skills we teach the children are:
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| Food technology | Cross curricular | Evaluate | EYFS | |
| Food technology is implemented across the school with children developing an understanding of where food comes from, the importance of a varied and healthy diet and how to prepare this. Both KS1 and KS2 will cook regularly. | Pupils design and make products that solve real and relevant problems within a variety of contexts. It is very cross - curricular and draws upon subject knowledge and skills within Mathematics, Science, History, Computing and Art. | To evaluate, children should be able to evaluate their own products against a design criterion. Each of these steps should be rooted in technical knowledge and vocabulary. | We emphasise the importance of children being able to demonstrate imagination and creativity through a range of experiences and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. | |
| Impact | Pupil Voice | Evidence in Knowledge | Evidence in skills | Outcomes |
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Pupils are encouraged to discuss at each stage of the design process. Showing and demonstrating the finished product with different audiences allows time to reflect and evaluate. Pupils will spend time discussing improvements and evaluating both with peers and adults. |
We plan to hold a DT show in the hall to allow parents to see what has been completed and for the children to observe other classes work. (As soon as restrictions allow) We believe this will have a positive effect on DT and provided opportunities for parents to see what is taught in school at the different ages. | There is a clear progression in materials and tools used and ideas and problem-solving suggestions. Pupils are able to work collaboratively and listen to the opinions and ideas of others. |
Children learn to take risks, be reflective, innovative, enterprising and resilient trying new ideas. |
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