Design and Technology

Intent:

(the framework for setting out the aims of a programme of education, including the knowledge and skills to be gained at each stage)

At Ide Hill CE Primary School, our guiding principle is the abundant life that Jesus promised for all, as stated in John 10:10. We are committed to ensuring that all children thrive by providing a rich and comprehensive curriculum that nurtures their love of learning. Our approach to education, including the Design and Technology curriculum, is deeply rooted in this vision. We strive to create an environment where every child is engaged, challenged, and excited by their learning experiences.

High-quality design and technology education is vital for the creativity, culture, wealth, and well-being of our children. Our aims align with the national curriculum for design and technology, ensuring that all pupils:

Through our dedicated approach to Design and Technology, Ide Hill CE Primary School seeks to equip pupils with the skills and knowledge necessary to thrive in the modern world, while staying true to our core values and vision.

 

Implementation:

(the translation of that framework over time into a structure and narrative, within an institutional context)

Our Design and Technology curriculum follows the KAPOW scheme, providing a structured framework for designing, making, and evaluating. This ensures lessons are engaging, fostering creativity and critical thinking. The curriculum builds on key concepts from the National Curriculum, developing skills relevant to 21st-century Britain.

Design and Technology inspires creativity and practical problem-solving. Pupils design and make products addressing real-world issues, integrating knowledge from mathematics, science, engineering, computing, and art. This approach helps pupils become resourceful, innovative, and capable citizens by teaching them to take risks and build resilience.

Our curriculum emphasises developing essential skills for pupils to become enterprising and capable. They learn to critique and test their ideas and those of others, understanding design's impact on daily life and the wider world. The design, make, and evaluate sequence ensures deep understanding and skill application in various contexts.

DT is taught as a discrete subject with cross-curricular links where appropriate. The curriculum is structured into three annual blocks, ensuring thorough coverage and reinforcement of essential skills. Each lesson builds progressively, creating a meaningful sequence of learning.

Our DT curriculum is rich, varied, and creative, designed to meet all pupils' needs. It encourages active engagement through multi-sensory learning and adapts easily for individual pupils or groups. Pupils evaluate their products against design criteria, ensuring high standards and equal emphasis on all design stages.

 

Impact:

(the evaluation of what knowledge and skills learners have gained against expectations)

Evaluating the impact of DT in our school involves several key components designed to assess both the design technology development of our children and the overall effectiveness of our curriculum. At Ide Hill CE Primary School, we believe that teacher assessment and self-assessment are the most effective ways to measure pupils’ progress in DT. This is achieved through a combination of discussions, observations, evaluations of skills and understanding, as well as final pieces.

At the end of each unit, teachers complete an assessment sheet that aligns with the learning intentions of the unit. These sheets provide an overview of the unit, highlight any misconceptions, and outline next steps for future learning. This structured approach ensures that both teachers and children have a clear understanding of progress and areas that need further attention.