Design Technology
Our Vision: “To enable children to make sense of the ‘made world’ in which they live through applying their substantive and disciplinary knowledge to design solutions to solve problems, preparing them for work in design industries.”
Design Technology Curriculum
Through our design technology curriculum we aim to develop children’s skills and knowledge in design, structures, mechanisms, electrical control and a range of materials, including food. We encourage children’s creativity and encourage them to think about important issues locally and around the world.
Key Documents
Art Knowledge Organisers:
| Art | |||||||
| 2024-2025 | |||||||
| Term: | Au 1 | Au 2 | Sp 1 | Sp 2 | Su 1 | Su 2 | |
| EYFS | Self Portraits | Textiles – Printing | Babies | Colours | |||
| Y1/2 | How do important events help use create art? Laurel Burch Pencil and paint | Is it copying if we use the same type of style as other people? Paul Klee and Pablo Picasso – Pencil chalk and wax crayon | Can everyday objects be classed as pieces of artwork? Is it brave to try and create a new style of painting? Van Gogh – Painting | ||||
| Y3/4 | How do artists inspire others? Cezanne – Pastel, drawing and sketching | Can art give us clues about the past? Joseph Turner – Painting on a light sketch – Watercolours and mixing colours | Rachel Dein – Textiles Tie dying and resist | ||||
| Y5/6 | How can we compare artists? Ray Lonsdale – Sculpture using clay and wire | Can an artist create artwork based on something they’ve never experienced in real life? Lucien Rudaux – Painting and drawing | Do artists steal work from previous artists? Eastern Batik | ||||
Send Statement
Design Technology promotes a curriculum that puts all pupils, regardless of their needs, at the heart of what we do. By building mutual respect, we accept others for their differences believing that everyone is special and everyone has something to offer. Our inclusive and enriching curriculum, written for all children, provides pupils with meaningful and aspirational experiences as well as promoting personal growth for life-long learning. When the curriculum needs adapting, to suit the needs of individual children, appropriate modifications are made by the class teacher with support of the SENDCo and the Curriculum Subject Lead.
Books used to support the curriculum
Cultural Capital
Our curriculum is designed so all children are active participants in the research, design, make and evaluate process. They actively create their own products and work together to evaluate and improve their work. Children are all unique human beings and our design technology curriculum allows them to be hands on, exploring, researching and creating. The children are able to use their hands to explore materials, to twist, to turn, to bend, to mold, to cut, to tear, to join, to draw and to label. They are given many opportunities to explore and experience all those wonderful haptic moments which are essential to developing as a human being. We provide opportunities to learn about design technology around the world. The children research various bridges, they cook using various seasoning and ingredients. They research skylines around the world and how electricity is used to light these.
Useful links and Documents for Parents
Primary Design and Technology resources (stem.org.uk)
