Design and Technology Curriculum

Intent

Our Design and Technology curriculum is crafted to inspire creativity, critical thinking, and practical problem-solving through meaningful, real-world contexts. Rooted in our curriculum drivers—Enquiry, Possibilities, Cultures, and Community—we aim to:

• Enquiry: Foster curiosity by encouraging pupils to ask questions, investigate how things work, and explore materials and mechanisms through hands-on experimentation.
• Possibilities: Broaden horizons by exposing pupils to a wide range of careers, innovations, and technologies, helping them see themselves as future designers, engineers, and creators.
• Cultures: Celebrate diversity by exploring design and technology from different cultures and time periods, promoting respect and global awareness.
• Community: Strengthen connections by engaging pupils in projects that solve real problems within their school or local community, promoting collaboration and social responsibility.

Through our curriculum drivers we will develop art skills focusing on the six fundamental elements of Art and Design:

• Drawing
• Painting
• Printing
• Collage/textiles
• Sculpture - including clay work
• Digital media

We embed oracy throughout our curriculum using Kagan structures to develop communication, reasoning, and teamwork skills.

Implementation

Our D&T curriculum is delivered through a progressive, project-based approach that builds technical knowledge, design thinking, and practical skills across KS1 and KS2. Key features include:

• Design, Make, Evaluate Cycle: Pupils follow a structured process to research, plan, create, and reflect on their products.
• Cross-Curricular Links: Projects are linked to wider curriculum themes, enhancing understanding and relevance.
• Diverse Contexts: Units include food technology, textiles, structures, mechanisms, and digital systems, with cultural and community relevance.
• Enquiry-Based Learning: Pupils explore real-world problems and generate their own design questions.

Oracy in Design Technology through Kagan:

We use oracy to "talk like a designer" by encouraging pupils to articulate their design thinking, justify their choices, and use technical vocabulary confidently through structured dialogue and collaborative discussion.

• Structured Talk: Pupils discuss design ideas and reflect on designs made.
• Critique and Reflection: Regular opportunities for peer feedback and self-assessment using sentence stems and visual prompts.
• Presentation: Pupils present their work and design ideas to peers, teachers, and the wider community.
• Debate and Dialogue: Pupils explore and discuss design decisions and improvements.

Teachers use formative assessment to guide instruction and ensure all pupils, including those with SEND, are supported and challenged appropriately.

Impact

By the end of their primary school education, pupils will:

• Demonstrate confidence in using a range of tools, materials, and techniques safely and effectively.
• Apply problem-solving and critical thinking to design challenges with creativity and resilience.
• Communicate their ideas clearly using technical vocabulary and collaborative dialogue.
• Show an appreciation for the role of design and technology in different cultures and communities.
• Understand the impact of design on everyday life and the environment, and feel empowered to contribute positively to their world.

Impact is measured through:

• Pupil voice and oracy using Kagan.
• Assessment of final projects and photographs of projects in class floor-books.
• Teachers assessment of skills and knowledge.

Our learners leave primary school as thoughtful, skilled, and imaginative designers ready to embrace the possibilities of the future.

EYFS - Design and Technology

Expressive arts and design educational programme (taken from the EYFS Framework 2020)

The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media 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. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.

In Chopwell Primary School Foundation Stage the children:-

• Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
• Share their creations, explaining the process they have used.
• Make use of props and materials when role playing characters in narratives and stories.
• Use a range of small tools, including scissors, paintbrushes and cutlery.
• Have daily opportunities to make their own creations using a wide range of different materials, fixings and tools which are freely available in continuous provision.
• Are taught how to use tools such as scissors, hole punch, string, sellotape, cutters etc.
• Are encouraged to talk about what they would like to make, how they will do it and what they think about it when it is finished.
• Are encouraged to evaluate what they have made and make changes as appropriate.

Autumn 2

In our design and technology lessons, year 6 pupils have been creating moving toys using cams. We researched moving toys, made an initial design, created moving toys independently and evaluated our finished products.

Autumn 1 - Year Three & Four

This term, in year three and four, the children have had the opportunity to design and make an 'Artbot'. This involved the children constructing an electrical circuit which would allow a pen to move across a surface. The circuit then needed to be encased in a suitable 3D design. 

Autumn 1 - Year One & Two

The children enjoyed designing and making a strong, stable structure that would allow an egg to travel from a height safely.