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Design and Technology

Our school British Values Statement can be found in our Key Policies section of the website.

In Design and Technology, we aim to provide children with a curriculum that allows our learners to become 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.  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 and confidence to contribute to future design advancements.  

We aim for our learners to:

Design –

  • To develop criteria to inform the design of functional products that are fit for purpose.
  • To generate, develop, model and communicate their ideas through a range of approaches.

Make –

  • To confidently and appropriately select and use a wide range of materials, resources and equipment to perform tasks according to their functional properties.

Evaluate –

  • To work with an investigative and critical approach towards new and existing products
  • To understand how key events and individuals in Design and Technology have helped shape the world.

Cooking and Nutrition – 

  • To understand and apply the principles of a healthy and balanced diet.
  • To understand the principles and skills in food, including where food comes from and seasonality.
  • To be aware of the importance of food hygiene and kitchen safety.

Technical Knowledge –

·       To develop technical knowledge through each stage of the design process which encompasses the contextual, historical and technical understanding required for each strand.

    • To ensure sufficient breadth of study Design and Technology should be taught using the Kapow Primary scheme of work which maps out a clear progression of skills and knowledge within the five National Curriculum attainment targets of Design, Make, Evaluate, Technical Knowledge and Cooking and Nutrition.
    • Lessons will be delivered as part of a spiralling curriculum, with key areas revisited repeatedly with increasing complexity, allowing pupils to revisit and build on their previous learning.
    • Understanding will be monitored through both formative and summative assessment opportunities.
    • These lessons should be personalised and relevant to the needs of the learners.
    • Teachers are able to seek advice and guidance from Year Group and Subject Leaders.
    • Design Technology should be taught, generally, over four lessons each half term across the school year. This is because we believe this is the best way to retrieve knowledge, space learning and support the change in the long-term memory.
    • Trips and visiting experts will enhance the experiences of our learners.



    The Role of the Design and Technology Subject Leader is to: 

    • Ensure Design Technology is being delivered effectively and to a consistently high standard within our curriculum.
    • Ensure ambition, consistency and high expectations for all learners, including further challenge for those learners who show a swift understanding of the subject.
    • Ensure retrieval practice is being used effectively as a strategy to deepen knowledge – a change in the long-term memory.
    • Ensure children’s experiences are enriched by understanding their learning is relevant to our ever-changing world and will impact upon their lives, further than their primary education.
    • Ensure the use of subject specific and high-quality vocabulary and oracy by making sure the vocabulary appropriate to each unit of work is easily accessible and taught explicitly throughout lessons.
    • Ensure the curriculum is diverse and representative of our school community, whilst also covering the National Curriculum.
    • Monitor and evaluate learning outcomes through learning walks, book scrutiny and pupil voice.
    • Monitor progression through each year group and for all learners.
    • Adjust their subject leader action plans as needed to reflect learning outcomes, priorities, and progress, using these to identify future actions or areas for development through the school.
    • Keeping up to date with research and new learning in Design and Technology by subscribing to The Design and Technology Association and connecting with other cluster schools.
    • Supporting staff training and development needs.
    • Consult with link governors.

At Bridgewater Primary School, the impact for the learners in Design and Technology will be that pupils have a clear enjoyment and confidence in Design and Technology in which they apply key skills across other areas of the curriculum.

Pupil voice, will provide evidence about what they have learnt in Design and Technology, using subject specific vocabulary. This pupil voice and discussion will include their thoughts, ideas, processing, and evaluations of work.

The curriculum is spaced, ambitious and builds on the key areas which are revisited with increasing complexity, allowing pupils to revisit and build on their previous learning.  Pupils can think critically about the subject and recall their learning over time.

Work is of high quality and demonstrates pupils are acquiring knowledge, skills and vocabulary in an appropriate sequence and with an understanding of the interdisciplinary links.

Pupil’s work demonstrates that Design and Technology is taught at an age-appropriate standard across each year group, with opportunities planned for pupils showing a swift understanding or working at greater depth. As designers and creators, pupils have an appreciation for key individuals, inventions and events in history and of today that can impact our world.  They recognise where their decisions can impact the wider world in terms of community, social and environmental issues. 

Assessment Methods to Reach Summative End-of-Year Judgement

To assess Design and Technology, we:

Utilise the Kapow D&T curriculum -pre and end of assessment opportunities.

Evidence the process – through the use of photos, notes on flip charts or observations into the floor books or on Seesaw.

Demonstrate processes through the use of class photos/ notes on planning.

Use class grids to add observations and pupil voice.

Assess the final product as evidence of progress towards outcomes.




Equal Opportunities 

As an inclusive school, we believe that diversity needs to be embraced, celebrated and highlighted, both within the curriculum and through the culture of the school. As a result, children and stakeholders are represented fairly and accurately, with a focus on equity. Learners will have the opportunity to access a deep, enriching curriculum which supports community cohesion and enables all pupils to develop and understand themselves as interconnected, global citizens. All children, regardless of gender, culture or disability are given the opportunity to study the curriculum. We acknowledge and plan for the specific needs of all learners.

In Design Technology, this will be achieved by ensuring there are positive, diverse figures and STEM role models covered within the curriculum content.

Design shapes the world. In order for it to be inclusive, design should reflect the rich make up of society, to allow people from diverse backgrounds to thrive; people of different ages, genders, social, ethnic or cultural backgrounds, abilities, sexual orientation or faith, however, at this moment in time, it does not. At Bridgewater Primary School, we will endeavour to promote equality and diversity through our teaching to encourage a wider design profession as our learners head out into the wider world.