Design Technology is taught separately through clear sequences of learning that are carefully linked to our yearly topics. This provides pupils with opportunities to apply their theoretical and practical knowledge and skills in a variety of different ways, allowing for progression towards high quality end points. Our design technology curriculum will give all children the opportunity to become successful learners. Our curriculum is taught in explicit units, in line with the National Curriculum, allowing children to learn within a coherent, carefully sequenced and progressive framework. Key knowledge, skills and vocabulary have been carefully mapped to ensure progression between year groups. As a result, pupils learn about real life structures and the purpose of specific examples, as well as developing their skills throughout the programme of study. The curriculum is taught through three sequences of learning, taught across the year focusing upon Mechanisms and Construction, Textiles and Food Technology. Through these units of work, pupils research, design, make and evaluate their products to a specific design criterion. Planning in Design Technology is coherent and in a logical order so that pupils can make links, transfer knowledge and content from previous learning to build on their understanding.

Learning is planned in manageable, connected steps; lessons are coherently and deliberately constructed to ensure that pupils develop secure knowledge and understanding of key concepts and strategies that are built upon in later learning. Central to our Design Technology planning is a variety of real-life contexts; this engages pupils in the amazing work and contribution of individuals within engineering and the design technology industry who have made significant contributions as responsible, active citizens in the wider world. The momentum of Design Technology lessons sustains pupils’ interest, increases their productivity, learning and progress. Discretion is used by teachers about the effective use of differentiation and transferrable knowledge and vocabulary from a range of other curriculum subjects, enables pupils to make links and build on previous learning.

Central to our Design Technology planning is a variety of real-life contexts. Lessons actively encourage children to learn about the key skills involved with the subject and stimulates conversation about future job roles related to Design Technology. Furthermore, pupils are engaged in the amazing work and contribution of individuals within engineering and the design technology industry who have made significant contributions as responsible, active citizens in the wider world.

Where possible, design technology is linked to our curriculum topics, however this is not forced. On some occasions it has been necessary to block our units of study design technology to ensure that the core knowledge and skills from the curriculum are given the best possible opportunity to be learnt by the children. The subject is carefully mapped out and embedded into the long-term plans for all stakeholders to view.