Design and Technology – Intent, Implementation, and Impact

Intent

At Sunnyside Primary Academy we aim to inspire pupils to be innovative and creative thinkers who have an appreciation for the product design cycle through ideation, creation, and evaluation. We want pupils to develop the confidence to take risks, through drafting design concepts, modelling, and testing and to be reflective learners who evaluate their work and the work of others. Through our scheme of work, we aim to build an awareness of the impact of design and technology on our lives and encourage pupils to become resourceful, enterprising citizens who will have the skills to contribute to future design advancements. Our Design and technology scheme of work, underpinned by Kapow, enables pupils to meet the end of key stage attainment targets in the National curriculum and the aims also align with those in the National curriculum. EYFS (Reception) units provide opportunities for pupils to work towards the Development matters statements and the Early Learning Goals. This is driven through our four curriculum pillars.

 

Striving for Excellence:

 

In our primary Design and Technology curriculum, we inspire our pupils to strive for excellence by nurturing their curiosity, creativity, and problem-solving abilities. We believe that fostering a mindset of excellence in design and technology empowers pupils to approach challenges with confidence. Through hands-on projects, pupils learn to set high standards for their work, iterate designs, and embrace experimentation. We encourage them to seek inspiration from real-world problems, encouraging them to think critically and design solutions that are not only functional but also aesthetically pleasing.

 

Developing Vocabulary:

 

We place a significant emphasis on developing a robust vocabulary related to design and technology. We believe that a strong grasp of terminology is essential for effective communication. Through hands-on projects, classroom discussions, and exposure to various design concepts and tools, our students build a rich vocabulary that enables them to articulate their ideas, understand design principles, and collaborate effectively with their peers.

 

Building Community:

 

We foster a sense of community among our pupils by encouraging collaboration, teamwork, and the sharing of innovative ideas. We believe that Design and Technology is at its best when it becomes a collective effort and provide opportunities to do this during their time in school. Through some group projects, design challenges, and peer feedback sessions, our pupils learn to work together, respect diverse perspectives, and appreciate the value of teamwork in solving complex problems. This sense of community not only enhances their learning experiences but also prepares them for the collaborative nature of design and technology fields in the real world. We aim to create a supportive environment where every pupil’s unique contribution is celebrated.

 

Expanding Cultural Experiences:

 

We believe in expanding cultural experiences by introducing our pupils to an array of design and technological innovations from around the world. By exploring these varied perspectives, our pupils gain a deeper appreciation for the role of culture in shaping design and technology. This exposure not only broadens their horizons but also fosters cultural awareness, empathy, and respect for different viewpoints. We aim to cultivate pupils who are not only proficient in design and technology but also culturally sensitive and open-minded, understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others.

 

Implementation

The Design and technology National curriculum outline the three main stages of the design process: design, make and evaluate. Each stage of the design process is underpinned by  technical knowledge which encompasses the contextual, historical, and technical understanding  required for each strand. Cooking and nutrition has a separate section, with a focus on specific principles, skills, and techniques in food, including where food comes from, diet and seasonality.

 

The National curriculum organises the Design and technology attainment targets under four subheadings: Design, Make, Evaluate, and technical knowledge. We have taken these subheadings to be our strands:

 

● Design

● Make

● Evaluate

● Technical knowledge

 

Our scheme of work has a clear progression of skills and  knowledge within these strands and key areas across each year group.

 

Our national curriculum overview shows which of our units cover each of the National  curriculum attainment targets as well as each of the four strands.

 

Our Progression of skills shows the skills and knowledge that are taught within each year group and how these skills develop to ensure that attainment targets are securely met by the  end of each key stage.

 

Cooking and nutrition is given a particular focus in the National curriculum, and we have made these one of our six key areas that pupils revisit throughout their time in primary school:

 

● Cooking and nutrition

● Mechanisms/ Mechanical systems

● Structures

● Textiles

● Electrical systems (KS2 only)

● Digital world (KS2 only)

 

Pupils respond to design briefs and scenarios that require consideration of the needs of others, developing their skills in the six key areas.

 

Each of our key areas follows the design process (design, make and evaluate) and has a particular theme and focus from the technical knowledge or cooking and nutrition section of  the curriculum. Our Design and Technology is a spiral curriculum, with key areas revisited again and again with increasing complexity, allowing pupils to revisit and build on their previous learning.

 

Lessons incorporate a range of teaching strategies from independent tasks, paired and group work including practical hands-on, computer-based, and inventive tasks. This variety means  that lessons are  and appeal to those with a variety of learning styles.  Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary.

 

Impact

Pupils should leave school equipped with a range of skills to enable them to succeed in their secondary education and be innovative and resourceful members of society. The expected impact our Design and Technology Curriculum is that children will:

 

• Understand the functional and aesthetic properties of a range of materials and resources.
• Understand how to use and combine tools to carry out different processes for shaping, decorating, and manufacturing products.
• Build and apply a repertoire of skills, knowledge and understanding to produce high quality, innovative outcomes, including models, prototypes, CAD, and products to fulfil the needs of users, clients, and scenarios.
• Understand and apply the principles of healthy eating, diets, and recipes, including key processes, food groups and cooking equipment.
• Have an appreciation for key individuals, inventions, and events in history and of today that impact our world.
• Recognise where our decisions can impact the wider world in terms of community, social and environmental issues.
• Self-evaluate and reflect on learning at different stages and identify areas to improve.
• Meet the end of key stage expectations outlined in the National curriculum for Design and technology.
• Meet the end of key stage expectations outlined in the National curriculum for Computing.