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Design Technology

Subject Leader: Mrs Caroline Sztymiak

Link Governor: Miss Alice Norris

Intent

Design and Technology is an inspiring and practical subject requiring learners to think and act creatively to solve problems in collaboration as well as individually. At St Mary’s Catholic Primary School, we believe passionately in the virtues of charity, fortitude, prudence, solidarity and temperance, and we therefore 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. Wherever possible, we aim to link work to other subject areas and our 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.

Implementation

Each class in KS1 and KS2 has Design Technology taught in three blocks across the school year. These units can be taught discretely or as part of a topic, and teachers will use their discretion in organising this within their own medium-term plans. The school is a member of the D&T Association and uses its curriculum framework as a reference tool, and has structured its long-term plan as follows:

DT Overview

Useful Documents

The following files will give you an overview of the DT curriculum at St Mary's and our expectations of pupils in this subject area:

Impact

Children at St Mary’s build confidence, creativity and enjoyment for Design and Technology. They are able to approach problems creatively and in a range of ways, applying their knowledge from across the Design & Technology curriculum areas independently, giving reasons for their choices. Children will develop the ability to use a wide range of techniques for construction, food preparation and invention. They will develop the willingness to take creative risks in order to produce innovative ideas, through their design and ability to evaluate their outcome.

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