Design and Technology – Explore Curriculum
Intent
Our Design and Technology curriculum aims to develop pupils’ creativity, practical skills and ability to solve problems through purposeful design and making activities. Pupils learn to explore existing products and structures, understand how materials and mechanisms work, and make informed choices when designing and creating their own products. The curriculum develops pupils’ confidence, independence and ability to communicate ideas through practical, hands-on experiences.
Implementation
DT is delivered through structured design and make projects, using explicit teaching, adult modelling, visual examples and practical exploration to introduce new skills and techniques. Pupils are supported through each stage of the design–make–evaluate process, with opportunities to investigate existing products, explore materials, practise construction techniques and test their ideas. Tasks are adapted through appropriate scaffolding, adult support and carefully selected resources to develop fine motor control, problem-solving, creativity and independence.
Across the year, pupils explore structures and landmarks, investigating famous UK landmarks and designing and constructing their own models using a range of materials and simple joining techniques. They develop their understanding of mechanisms and moving drawbridges through exploring castle structures, including walls, towers, gates and drawbridges, and investigating strength, stability and construction methods. Pupils also explore designing and making wheeled inventions, learning about users and purpose, wheels and axles, measuring, joining and assembling moving parts. Throughout these projects, pupils test, evaluate and refine their products, developing their ability to explain design choices and identify improvements.
Impact
Pupils develop increasing confidence in generating ideas, selecting materials and using practical techniques to create purposeful products. They begin to understand how structures and mechanisms work and how design choices affect the strength, stability and function of a product. Through repeated opportunities to investigate, design, make, test and evaluate, pupils strengthen their fine motor skills, problem-solving abilities and independence. They also develop their ability to communicate ideas, work alongside others and recognise how products can be improved.
Design Technology – Pioneer Curriculum
Intent
At The Rowans Primary, our Design Technology Pioneer Curriculum aims to develop pupils’ creativity, practical skills and ability to solve problems through designing, making and evaluating products. Pupils learn to identify needs, explore existing products, select appropriate materials and tools, and develop their own ideas into purposeful outcomes.
Our curriculum is designed to be practical, engaging and accessible for pupils with a range of SEND and social, emotional and mental health needs. Through structured projects and hands-on experiences, pupils develop fine motor skills, resilience, independence and confidence in their ability to create and improve something of their own.
Learning connects Design Technology with real-life situations, encouraging pupils to consider how products are used, who they are designed for and how they can be made effective, safe and fit for purpose. We aim to foster curiosity, resourcefulness and a willingness to experiment, learn from mistakes and improve designs.
Implementation
Design Technology is delivered through structured units that develop pupils’ designing, making and evaluating skills progressively. Learning follows a practical design process in which pupils investigate existing products, generate ideas, plan their designs, select materials, make products, test their effectiveness and identify possible improvements.
Pupils explore healthy food design, water structures and travel products and packaging. These projects provide opportunities to develop food preparation skills, investigate structures and materials, and create products for specific purposes. Pupils consider the needs of users, the suitability of materials, the strength and stability of structures, and the presentation and functionality of finished products.
Teaching is adapted to meet pupils’ individual needs through clear demonstrations, visual instructions, manageable steps and access to appropriate tools and resources. Adults support pupils to make choices, follow safe working practices and develop practical independence. Food-based activities reinforce hygiene, safe preparation and healthy choices, while construction and packaging projects encourage pupils to test ideas, solve problems and learn through trial and improvement.
Each unit culminates in a practical showcase or presentation, allowing pupils to share their finished products and explain their design choices. The accompanying curriculum overview outlines the specific weekly content covered across the academic year.
Impact
Through our Design Technology Pioneer Curriculum, pupils develop greater confidence in designing, making and evaluating practical products. They improve their ability to select materials, use tools safely, follow a process and solve problems when designs do not work as intended.
Pupils develop an understanding of how products are designed to meet particular needs and how testing and evaluation can lead to improvements. They gain practical experience in food preparation, construction and packaging, while developing fine motor control, creativity, resilience and independence.
Opportunities to present and evaluate finished products help pupils recognise their achievements, explain their thinking and appreciate the importance of designing for a purpose. Pupils are encouraged to take pride in their work and understand that reviewing and improving a design is an important part of the process.
Progress is monitored through observation, discussion, design plans, practical work, testing, evaluation and completed products. Staff use this evidence to recognise individual progress, identify developing skills and inform future learning.