Our Design Technology Curriculum
Our Curriculum Intent
"The nature of design and technology is such that it should provide opportunities for pupils to engage in activities that are challenging, relevant and motivating. This should give pupils enjoyment, satisfaction and a sense of purpose." (DATA Primary Guidance)
Design technology at Grappenhall Heys is an exciting, practical subject that provides pupils with the knowledge, skills and opportunities to explore, design, make and evaluate products. It stimulates and enthuses pupils to find solutions to real world problems, using the iterative design process to refine their modelling and decision making.
Our children interact with tools and establish methods of control, such as formulating electrical circuits whilst concurrently building knowledge of functionality and purpose. Children use stories or topics to inspire their design technology choices. In Early Years, they may create bridges to solve a problem, having read a book on Billy Goats Gruff; higher up the school, our children develop a sense of suitability to inform efficient choices of tools and approaches, for example using knowledge of circuits and materials to design and make their own electrical toys. At the research stage, our children develop their knowledge with a sense of purpose and become immersed in testing ways of achieving a project outcome. A central focus is to develop the independence of the children using increasingly specialised tools and resources such as hacksaws, canary saws, bench hooks and hot glue guns.
Strong curriculum links exist and represent how design technology is a source of inspiration in other curriculum areas, developing our children’s rich vocabulary. Experiences in design technology are an anchor to knowledge building being memorable, and children bring ideas to life with their own hands. Our children can detail comparisons between tool use as they work to create their inventions, such as evaluating efficient joining techniques. Similarly, the interaction across subjects provides a context for children to ask questions as they develop a clear rationale from a holistic viewpoint of the project.
A careful balance is struck between encouraging individual work and adopting the iterative design process: developing and continually evolving ideas after further research. Choices children make become a vehicle to communicating with confidence at each stage of the iterative design process. Our children become attuned to their own emotional responses as they view one another as role models. Through the evaluation of past and present design and technology, our children develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
The Purpose of our Curriculum
To develop children who can...
• Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world;
• Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users;
• Critique, evaluate and test their ideas and products and the work of others;
• Understand and apply the principles of nutrition and learn how to cook.
Our Curriculum Offer - What We Teach In Design Technology
Our School design and technology curriculum is sequenced to ensure the progression of substantive knowledge (which includes declarative knowledge - what children should know) of Vocabulary', 'People, Places and Events', 'Concepts' and procedural knowledge (what children should do) in 'Procedures'. Design and technology also has specific disciplinary knowledge directly related to the development of expertise within the subject; how to be a designer.
The fundamental skills, knowledge and concepts of our design and technology curriculum are set out in the EYFS Framework 2021 and National Curriculum 2014, where they are categorised into programmes of study. Our school curriculum carefully sequences the progression of learning for the six principles of design technology : user, purpose, functionality, design decisions, innovation and authenticity with projects following the cycle of: Research, explore and investigate existing products.
User | Children should have a clear idea of who they are designing and making products for, considering their needs, wants, interests or preferences. The user could be themselves, an imaginary character, another person, client, consumer or a specific target audience. |
Purpose | Children should know what the products they design and make are for. Each product should perform a clearly defined task that can be evaluated in use. |
Functionality | Children should design and make products that function in some way to be successful. Products often combine aesthetic qualities with functional characteristics. In D&T, it is insufficient for children to design and make products which are purely aesthetic. |
Design Decisions | When designing and making, children need opportunities to make informed decisions such as selecting materials, components and techniques and deciding what form the products will take, how they will work, what task they will perform and who they are for. |
Innovation | When designing and making, children need some scope to be original with their thinking. Projects that encourage innovation lead to a range of design ideas and products being developed, characterised by engaging, open-ended starting points for children's learning. |
Authenticity | Children should design and make products that are believable, real and meaningful to themselves i.e. not replicas or reproductions or models which do not provide opportunities for children to make design decisions with clear users and purposes in mind. |
Our school design technology curriculum utilises DATA plans and membership to enrich subject knowledge, learning experiences and outcomes for our pupils. We teach design and technology, deliver skills and knowledge through creative units of work that improve pupil’s own personal development through time and build upon skills, knowledge and vocabulary each year. We encourage active learning and hands on experiences to promote independence and resilience, the children learn to use tools and resources with care and respect. They learn from and engage with the work of designers and their products in the real world and make design decisions and problem solve using the iterative process.
We promote subject knowledge and vocabulary using knowledge organisers in KS1&2 and design each unit of work to build on prior learning, making links and using a format of recording that is familiar to the children and which progresses throughout school. This begins with evaluating existing products, designing and problem solving and focused tasks, examples of these can be found below; The knowledge organisers can be accessed by the children in their project books and supports their learning. Knowledge organisers alongside the progression maps and medium-term plans are used by teachers to understand what children should already know and how they are adding to pupils' knowledge.
National Curriculum Outline
The fundamental skills, knowledge and concepts of the subject are set out in the EYFS Curriculum and National Curriculum 2014, where they are categorised into programmes of study.
EYFS: In Early Years, the Early Years Foundation Stage Statutory Curriculum (click here) and Development Matters document (click here) are used for planning and assessment. During the Early Years Foundation Stage, the essential building blocks of children’s design and technology capability are established.
There are many opportunities for carrying out design technology related activities across all areas of learning.
Activities are planned for children to play, explore, actively learn and develop their thinking skills in design and technology through focused, continuous and enhanced provision.
By the end of the Reception year most children should be able to:
Construct with a purpose in mind, using a variety of resources.
Use simple tools and techniques competently and appropriately.
Build and construct with a wide range of objects, selecting appropriate resources and adapting their work when necessary.
Select the tools and techniques they need to shape, assemble and join materials they are using.
Design technology related activities in the EYFS are appropriate to the developmental stage of the children and activities look quite different from those carried out in KS1.
KS1/2: In Key Stage 1 and 2, in line with the National Curriculum, lessons are planned and taught through a variety of creative and practical activities, ensuring that knowledge, understanding and skills needed are taught, and enable the children to engage in an iterative process (Design - Prototype - Evaluate) of designing and making. They work in a range of relevant contexts [for example, home and school, gardens and playgrounds, the local community, industry and the wider environment] to ensure coverage of all of the key competencies of design technology:
- By promoting children's love and enjoyment of design technology, encouraging problem solving, resilience and challenge through activities and experiences that enable children to function confidently providing opportunities for risk taking.
- Through collaboration and teamwork, developing leadership and communication skills of negotiation and persuasion by developing motivation, creativity and practical skills through meaningful and enjoyable projects whilst considering consumer awareness.
- By offering a choice through a range of materials and the understanding of the properties of different types of materials.
- By encouraging good organisation and selection of appropriate tools and techniques for making a product, whilst following safe procedures and promoting reflective evaluation of their own work by giving opportunities for children to suggest ways forward.
Early Years Foundation Stage (EYFS)
Click here for the EYFS Statutory Framework
Click here Development Matters curriculum statements for Reception and Nursery children
Click here to access the design technology National Curriculum
Roadmap for design technology
Design Technology Planning
Examples of design technology medium term plans
Click on the links below to view our DT medium-term plan with end points
KS1 Medium-term planning
LKS2 Medium-term planning
UKS2 Medium-term planning
EYFS - Y2 Design technology progression map
Y3-Y6 Design technology progression map
Design technology knowledge organiser example
The areas of progression in Design Technology
Throughout EYFS and KS1 &KS2 Grappenhall Heys children are supported to make progression in the following areas:
Subject Specific Vocabulary:
Use a growing range of vocabulary for example:
Analyse Combine Construct Criteria Evaluate Health and safety
Parameters Requirements Grams/Kilograms Hygiene Ladle Millilitre/Litre Spatula Temperature Whisk
Tenon saw Vice Wire Strippers Screws Nails Accurate Marking out Jointer Junior Hacksaw Motor Pliers Rotary Cutter Safety ruler
Screwdriver Side cutters Snips Spanner Stapler
Binca Bodkin Cotton thread Cross stitch Hook and eye Loom Pinking Shears Press stud Running stitch Seam allowance
Sewing machine Tacking Thimble Technique Velcro
Battery Battery Holder Light Bulb Bulb Holder Buzzer Switches
Dowel Glass paper Sand paper Bench Hook Bradawl Crocodile Clip Coping saw Disassemble Cutting Mat Drill Drill bits File
G-Clamp Goggles Safety glasses Hammer Hole Punch Millimetre Saw Render Structure Pulley Wheel
Understand users, purpose and contexts: Work across a range of contexts: home, industry, wider and local environment, describe the purpose of their products, indicate the design features of their products that will appeal to intended users, explain in detail how their product will work, carry out research, using surveys, interviews, questionnaires and web-based resources. Identify the needs, wants, preferences and values of particular individuals and groups, develop a design specification to guide their thinking and suggest how they may need to alter their design for a different group or individual.
Generating, developing, modelling and communicating ideas: Using an iterative design process, share and clarify ideas through discussion, model their ideas using prototypes and pattern pieces, use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas. Use computer-aided design to develop and communicate their ideas, generate innovative ideas, drawing on available research, make design decisions, taking account of constraints such as time, resources and cost, make adjustments to their design during the process due to time constraints.
Great craft makers, inventors and designers: Do they know who Thomas Edison is and what he invented? Can they explain the impact his invention had on the design world?
Planning: Select tools and equipment suitable for the task, explain their choice of tools and equipment in relation to the skills and techniques they will be using, select materials and components suitable for the task, produce appropriate lists of tools, equipment and materials that they need, formulate step-by-step plans as a guide to making and explain their choice of materials and components according to functional properties and aesthetic qualities.
Technical Knowledge: Making products work: Use learning from science and maths to help design and make products that work, use materials have both functional properties and aesthetic qualities, use the correct technical vocabulary for the projects they are undertaking, accurately measure, mark out, cut and shape materials and components, accurately assemble, join and combine materials and components. Accurately apply a range of finishing techniques, including those from art and design and use techniques that involve a number of steps.
Technical knowledge: Mechanisms: Explain and show mechanical systems such as levers and linkages or pneumatic systems create, movement, explain mechanical systems such as cams or pulleys or gears create movement.
Structures: Explain and show to make strong, stiff shell structures, explain and demonstrate how to reinforce and strengthen a 3D framework.
Electrical circuits: Use simple electrical circuits and components can be used to create functional products, use more complex electrical circuits and components to create functional products.
Textiles: Use a single fabric shape to make a 3D textiles product, use a 3D textiles product to make an product from a combination of fabric shapes.
Cooking and nutrition: Have an understanding that food is grown, how seasons may affect the food available, how food is processed into ingredients that can be eaten or used in cooking, prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source. Use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking, identify the strengths and areas for development in their ideas and products, evaluate the quality of the design and fitness for purpose of their products as they design and make.
Own ideas and products: Identify the strengths and areas for development in their ideas and products, consider the views of others, including intended users, to improve their work, evaluate their ideas and products against their original design specification.
Existing products: investigate and analyse a products purpose, function, design, quality, materials, production costs, sustainability and market.
Our Curriculum Offer - How We Teach Design Technology
At Grappenhall Heys we:
•Identify pupil’s individual starting points in key design technology areas of skills, knowledge, and analysis.
•List the skills to be taught year on year so that they gradually increase in difficulty over time and provide opportunities for pupils to learn and properly embed them.
•Outline a map of the essential knowledge we want pupils to know and remember year on year. This is not limited to the names and factual details of inventors and designers, but also the reasons why they made their products and what impact they had on the world.
•Stimulate creative growth, imagination, invention, problem solving, hands on exploration, and inquisitiveness through the construction of projects and activities that nurture personal choice.
•Measure the progress children are making through simple assessment metrics embedded into positive, but constructive dialogue.
•Identify end points in our curriculum - learning goals, attitudes, and behaviours that pupils will demonstrate at key times.
Ambition for all
Our vulnerable and disadvantaged pupils succeed and we deliver a curriculum that is accessible to all children. Click here for further information on how we support children with special educational needs and disabilities (SEND). In maths, all lessons are structured to meet the needs of individual pupils and to recap and build upon prior learning, knowledge and vocabulary.
We promote equality of opportunity and ambition for all pupils and cultural understanding through the arts and experiences.
Our design technology curriculum ensures all children equal access realising that each SEND child is unique with varying needs for example:
- Physical disability can make it hard to hold materials and tools.
- Children may have tactile sensitivities, visual or hearing differences.
- ASD
- Learning difficulties and cognitive delays.
- And of course, some children have multiple disabilities, which can further increase the complexity of how to approach design technology with them.
We also use focussed activities, knowledge organisers, the use of models and visual representations and demonstrations to support children to remember more. Our design technology offer is ambitious for all and ensures that all pupils make progress and have access to practical, problem solving and designing and making tasks. In most cases, SEND pupils continue to work on the curriculum of their year group. However, where appropriate, SEND children are assessed against pre-key stage standards or by the engagement model. Where appropriate for SEND children (pupils with special educational needs or disabilities), the Early Years Framework 2021 and the National Curriculum 2014 will be used to identify suitable objectives. We encourage the use of active learning across the curriculum to support all pupils to learn more and remember more.
To support our vulnerable and disadvantaged children, we identify individual pupils’ interests and talents, and build on these positives. There is a strong focus on providing a safe and nurturing environment and a whole-school approach to building positive relationships with both pupils and their families.
We have high expectations of the achievement and efforts of all our pupils and celebrate their successes.
Pupils who are working at a higher level are challenged within class and with activities that broaden and deepen their grasp of the curriculum.
At the beginning of each new design and technology unit of work, children are given opportunities to link new learning outcomes with prior learning and model activities and new skills. Teachers support the children to access the new learning. The planned units are designed to link well with skills previously taught and allow overlaps and adaptations to be made where necessary. This ensures gaps in learning are addressed and children can catch up or have time to apply skills with support.
Activities can be adapted for a range of different designers to reflect the learning area required and the diversities of the children within our school. They also allow for children who need more challenge. The specialist teaching within school supports those children who need a range of enhanced learning opportunities. It is a well resourced curriculum area and children are increasingly more able to access the resources and equipment in school specifically for this purpose. We have tools that make tasks easier for children, e.g. larger vice style bench hooks, specialist scissors and rulers making cutting and measuring easier for those children with fine motor difficulties.
Benefits of design technology for children with SEND
- Good form of communication - a visual language
- Starting conversations
- Fine motor skills
- Problem solving
- Imagination
- Promoting self esteem
- Builds motivation to succeed
We ensure equality of provision:
- Plan inclusive lessons, considering all pupils’ needs and celebrating individual expression
- Have a flexible approach, teaching using a wide range of processes, materials and stimuli
- Challenge stereotypes around being an designer/maker and promote positive attitudes
- Feel confident about how to remove barriers and make ‘reasonable adjustments’ to lessons
- Communicate with supporting adults
- Plan seating to ensure accessibility for demonstrations, resources or communication
- Consider potential sound and light issues
- Organise resources so children can be independent - offer choice with a thought to storage
- Establish lesson routines and have an ongoing awareness of Health and safety
- Consider displays - scaffolding learning and celebrating a diverse range of design technology achievements
What Makes Design Technology Special at Grappenhall Heys?
Our pupils and staff love design technology and we work hard to promote it at Grappenhall Heys. Throughout the year, children have many opportunities to enhance their personal development through engaging in exciting design technology units of work. They are given support to be risk takers in a safe environment. Through the carefully planned progressive curriculum that develops skills throughout each key stage and support our children to use their prior learning to develop and build upon their skills, knowledge and vocabulary throughout the key stages. This ensures skills are built upon over time, encouraging all our children to know where their learning fits, building upon previous knowledge, preparing them for their next steps by enabling them to learn more and remember more.
- Children love design technology lessons. Children and parents provide regular positive feedback about this. EYFS have many opportunities to create in their provision using a wide range of tools, media and resources. Each child in KS1 and KS2 have developed the independence to explore their own ideas using their project books due to the regular teaching and learning in this subject.
- Each project book shows individual learning and exploring journeys, and the children are happy to explain their design process. They can use a growing variety of materials and tools with greater independence.
- The subject lead promotes the subject with specialist teaching, quality and diverse materials and modelled project book use. Each class has a different modelled project book and scaffolding their exploration of techniques, research and design criteria. The layout and sequence of these becomes more familiar to the children as they move through KS1 and KS2. The units of work reflect the work of current designers from a range of countries and backgrounds, giving the children a chance to find and compare designers.
- We follow the I do, we do, you do approach throughout school and use visualisers which allows the children to see new skills such as using tools, adding detail or exploring drawing techniques - single point perspective and 3D drawings for example.
Our Pupil Voice
"We get to to design, build and make and our imaginations come to life."
Year 5 pupil
Click here to learn about our Design Technology Pupil Voice
How Can You Find Out More?
How can I support my child at home?
- Use topic themes and home learning opportunities to investigate how materials are suitable for different purposes
- Encourage your child to be resourceful in their choice of methods and materials
- Encourage the use of recycled products to make Eco models
- Support the use of simple tools and materials e.g. sewing needles, fabric and screwdrivers etc.
- Please speak to your child's teacher if you have any questions
Click on these links to explore more design technology:
