The intent of the Design and Technology curriculum within Langley Park Primary Academy is to equip pupils with the necessary skills, knowledge and attributes to be lifelong learners and conscientious global citizens. This allows our children to develop as individuals under our Learner Profile Attributes. All leaders are ambitious in regards to each subject providing an educational diet which enables each child, regardless of circumstance, to be the best version of themselves.

Organised within the framework of the International Baccalaureate Primary Years Programme, the Design and Technology programme of study has been designed to ensure learning is logically planned and sequenced whilst still adhering to the National Curriculum programme of studies. By the juxtaposition of both, pupils are able to make authentic connections with previous, current and future learning which results in knowledge which “sticks” and equips pupils with the cultural capital they need to succeed in life long term. 

Design and Technology is an inspiring, rigorous and practical skill set. Design and Technology encourages children to learn to think and intervene creatively to solve problems both as individuals and as members of a team. At Langley Park Primary Academy, we encourage children to use their creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. We aim to, wherever possible, link work to other disciplines such as mathematics, science, engineering, computing and art. The children are also given opportunities to reflect upon and evaluate past and present design technology, its uses and its effectiveness and are encouraged to become innovators and risk-takers.

The teaching of skills and knowledge is thoroughly planned to ensure there is a clear sequence in learning across the subject. Although classes do not have a “subject” timetable, there are clear expectations for planning and delivery of each subject. Teachers plan to meet the needs of their pupils whilst still meeting the needs of the National Curriculum. Children are given the opportunity and encouraged to have agency and direct their own learning with the class teacher facilitating the learning which includes the digital strategy.

Teaching and learning opportunities are identified across the curriculum which creates further opportunities for the children to apply their skills and knowledge and thus enables them to develop and hone their skills over time. 

Through the Primary Careers programme, children are given opportunities to visit places which will enhance their understanding of the knowledge and skills taught, along with visitors to school which aim to challenge stereotypes and create ambitious learners with a drive to succeed in life.

Teachers assess using a range of strategies to check understanding which is used to inform planning and future teaching to ensure children do not have gaps in their learning. 

Through a variety of creative and practical learning opportunities, we teach the knowledge, understanding and skills needed to engage in an iterative process of designing and making, Our learners design and create products that consider function and purpose and which most importantly are relevant to a range of sectors (for example, the home, school, leisure, culture, enterprise and the wider community in which they live.)

When designing and making, the children are taught to:

• Design:

  • use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.

  • generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional diagrams, prototypes, pattern pieces and computer-aided design.

• Make:

  • select from and use a wider range of tools and equipment to perform practical tasks (for example, cutting, shaping, joining and finishing, as well as chopping and slicing) accurately.

  • select from and use a wider range of materials, ingredients and components, including construction materials, textiles and ingredients, according to their functional properties, aesthetic qualities and, where appropriate, taste.

• Evaluate:

  • investigate and analyse a range of existing products.

  • evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

  • understand how key events and individuals in design and technology have helped shape the world.

• Technical knowledge:

  • apply their understanding of how to strengthen, stiffen and reinforce more complex structures.

  • understand and use mechanical systems in their products.

  • understand and use electrical systems in their products.

  • apply their understanding of computing to program, monitor and control their products

  • Understand some of the ways that food can be processed and the effect of different cooking practices (including baking and grilling).

Key skills and key knowledge for D and T have been mapped across the school to ensure progression between year groups. The context for the children’s work in Design and Technology is also well considered and children learn about real life structures and the purpose of specific examples, as well as developing their skills throughout the programme of study.

For all pupils, the DT curriculum will promote achievement, confidence and commitment to learning for all. 

Staff will receive CPD where necessary to ensure they are able to understand how the curriculum impacts knowledge, skills and understanding. This is tracked effectively across the year groups to inform next steps, including challenge. This takes the form of assessment, but also pupil voice, inquiry books and tracking. 

Learning in all year groups is progressive to ensure no time is wasted by repeating skills and understanding. Prior knowledge is identified at the start of each new inquiry. 

Impact is assessed using formative and summative assessment. Each year group tracks and evaluates the skills taught across the National Curriculum and evidence of progress is noted on the coverage document. 

Monitoring is also conducted by middle and senior leaders along with Governors and Academy Directors. This informs discussions around next steps. Pupil voice is also collated regularly through the School Council, Questionnaires and Learner Profile evaluations. 

We ensure the children:

• 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 and 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. Children will design and make a range of products. A good quality finish will be expected in all design and activities made appropriate to the age and ability of the child

Children learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they 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.

Information for parents is shared through the school website, weekly newsletters and parent workshops. Parental views on the impact of the curriculum is a focus for questionnaires throughout the academic year.