In design work, learners follow the process of research and explore; develop technique; plan and test; create, evaluate and improve. The curriculum is planned and organised so that all learners have the opportunity to revisit and refine knowledge, skills and techniques. 30 hours are allocated annually to design technology across at least 2 terms.

The majority of work in design technology is inspired by cross-curricular themes or events. For example in lower key stage 2, learners explore and evaluate how modern sandals are designed and made - they are challenged to create a sandal design for a Roman Soldier. Learners plan and make prototypes then test their ideas before making a final sandal to fit a member of staff. In Key stage 1, learners find out about wheels and axles then use their learning to plan and make a vehicle.

When working with materials and textiles learners improve their skills and techniques for cutting and joining. They experiment and explore before making a final artefact, refining, during their primary years, planning, selection, communication and skills. Learners, with increasing sophistication, are able to justify their choices, give and receive feedback and make improvements to their work.

In food technology learners are taught basic hygiene and nutrition to complement work done in science. Skills develop progressively from washing, peeling and cutting to experimenting with ingredients and flavours.

In forest schools learners gain confidence when working with tools and fire, they work collaboratively and creatively in all weathers developing the ability to risk assess and set personal goals.

In all subjects there are three broad areas for assessment:

• Children’s knowledge and understanding
• How well children can use  and apply their knowledge, understanding and skills at the end of a unit of work to complete an independent (of an adult) task or challenge.
• How well learners are developing habits for learning and character

  Teachers assess learner’s work, their attitudes, increasing skills, knowledge and understanding, by making informal judgements as they observe them during lessons. This assessment enables planning to be tailored to meet learners needs. Assessment encompasses teacher, peer and self-assessment. In all subjects, opportunities for both Assessment for Learning and Assessment of Learning are built into provision. Learners are supported to reflect on their own learning and, age appropriately, to make judgements about their strengths and needs, beginning to plan how to make progress and set personal targets.

  Baseline assessment, in order to understand pupils’ prior learning, is an essential part of planning to ensure new learning is relevant and progress can be assessed.

  The learners work, in particular baseline assessments and end of unit assessments, which are recorded within learners’ workbooks are used to make decisions at the end of each unit, and at the end of each year, as to next learning steps and whether or not learners are making strong progress and are on track for end of key stage expectation.

  Progress is recorded and reported to parents as part of the child’s annual school report

Understanding the world (UTW) is one of four specific areas of learning in the EYFS Curriculum Framework.

Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment

UTW has three aspects; Technology and The World being most related to future learning in Design Technology.

People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology

Expressive arts and design has two aspects:

Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.

Learning in design technology will support learning in Maths,  Personal, Social and Emotional Development and Communication and Language.

Design Technology is taught to all children, whatever their ability, in accordance with the school curriculum policy of providing a broad and balanced education to all children. Teachers provide learning opportunities matched to the needs of children with learning difficulties.

Class 3 made Roman sandals as part of their history project.

Class 2 designed and made lighthouses as part of their work in Science and History.