This document outlines the knowledge, language and concepts that should be taught in Design and Technology. It includes:

• A summary of the Design and Technology knowledge and principles that underpin our approach• Long Term Sequence (curriculum map) for Design and Technology

• Progression of Design and Technology including alignment with the National Curriculum, substantive concepts, big ideas and questions as well as Tier 2 and Tier 3 vocabulary

Intent

We have deliberately built our Design and Technology curriculum around the principles of evidence-led practice. This is to ensure that pupils are equipped to successfully think, work and communicate like a designer. Unapologetically ambitious, our Design and Technology curriculum focuses on excellence in this subject through range of disciplines and by referencing outstanding practitioners in this field. The intention is that exceptional teacher instruction inspires pupils to acquire knowledge as designers and technologists and enables them to skilfully apply their understanding. It is our intention that through studying Design and Technology, pupils become more expert as they progress through the curriculum, accumulating, connecting and making sense of the rich substantive and disciplinary knowledge:

Substantive knowledge - this is the core subject knowledge, skills and vocabulary used about the designing and making processes and the contribution of designers from a range of genres, times and cultural traditions. We explore these through the lenses of substantive concepts which are taught through explicit vocabulary instruction as well as through the direct content and context of the study. The substantive concepts that we develop through our Design and Technology curriculum are:       

Food and Nutrition     

Mechanisms     

Structures     

Systems       

Electrical Systems     

Understanding Materials       

Textiles

 

2. Disciplinary knowledge – In addition to the core knowledge required to be successful within each of these elements, our curriculum outlines key aspects of how we intend to develop working as a designer. We organise our curriculum so that it focuses on developing different aspects of these competencies at different points. The features of working as a designer in our Design and Technology Curriculum are:

      Investigate – This includes researching and finding about existing products and designers.

  • Design - The art or process of deciding how something will look or work.
  • Make - Create something by combining materials or putting parts together. 
  • Evaluate - Form an opinion of the value or quality of something after careful thought.
  • Apply - Use something or make something work in a particular situation.

Implementation

Knowledge has driven the philosophy in developing the Design Technology curriculum. The knowledge essentials specify what children should know in as much detail as possible and content sequenced such that there is a coherent flow We organise intended learning into modules. These group the knowledge, skills and understanding that we want children to remember, do and use.

Each module aims to activate and build upon prior learning, including from the early years, to ensure better cognition and retention. It includes contextual reference materials, vocabulary modules, explanatory videos and annotated exemplifications. Teacher videos complement the content in each module and provide clear instruction about the techniques and skills that are taught. The exemplifications can be used to support assessment of pupil outcomes and to support teachers in developing their own subject knowledge. Teachers are also provided with a list of materials and resources that they will need to teach each module.

Central to the learning modules are activities designed to develop pupils’ oracy and vocabulary skills to enable them to use the language associated with design and technology meaningfully when talking about their work and the work of others. Along with this, connections to other subject areas are listed as are the links that are made, in the lesson sequences, to works of literature. Specific books and illustrators are recommended and are used as a stimulus. Background information is provided about the specific designers studied in the module. This information gives teachers an insight into where the designer sits in design history and their influences.

Key health and safety considerations needed for the block are identified to support teachers in making their own risk assessments to ensure the safety of pupils. The blocks highlight key tools, techniques and tasks for which potential risks need to be carefully managed.

An overview of the core content provides information about the skills covered across the term in each year group. This enables teachers to see the progression of skills covered within each aspect of design and technology.

Lesson Structure
Our Computing lessons follow a structured format designed to promote depth of understanding and application of knowledge:

  • Anchor: Pupils revisit prior knowledge, connecting it to new content. Teachers introduce new concepts, addressing common misconceptions.
  • Model: Worked examples demonstrate what success looks like in practice.
  • Guided: Pupils engage with new ideas, practicing them through guided tasks.
  • Independent: Pupils apply their understanding in creative and meaningful ways.
  • Connect: Pupils reflect on their learning, comparing, contrasting, and evaluating ideas.

This structure ensures that pupils engage critically with new concepts and develop resilience and independence in their learning, reflecting our values of wisdom and creativity.

Real-World Learning Opportunities
Field trips, guest speakers, and industry partnerships provide opportunities for pupils to see how Design Technology is used in the real world. This helps them understand the impact of technology on their lives and the wider community, reinforcing the value of service and helping pupils see the relevance of their learning to future careers.

 

Impact

At Thornham St. James, we are committed to ensuring that our curriculum effectively embeds learning in pupils’ long-term memory while also promoting excellence in outcomes. To assess the impact of our curriculum, we employ a comprehensive approach that utilises four key tools:

  1. Classroom Check-ins: These evaluations focus on subject knowledge, clarity of explanations, high expectations, opportunities for learning, pupil responses, participation, and teacher-student relationships. This allows us to assess how well pupils are engaging with the content and applying their knowledge.
  2. Pupil Book Looks and Pupil Voice : These studies involve dialogues with pupils and reviewing their workbooks to evaluate curriculum structures, teaching methods, participation, and responses. This dialogic model helps us gauge whether pupils are knowing more, remembering more, and able to do more as a result of their learning experiences.
  3. Professional Growth Models: We prioritise continuous improvement in staff subject knowledge and evidence-informed teaching practices, including retrieval practice, spaced learning, interleaving, and explicit instruction techniques. This ensures that all teachers are equipped to support pupil learning effectively.
  4. Assessment and Achievement: We articulate learning outcomes through tasks and tests, evaluating both understanding and areas for improvement. This information informs our next steps, guiding us in adjusting teaching to meet the needs of all pupils.

 

In conducting these evaluations, we ask critical questions such as:

  • How well do pupils remember the content that they have been taught?
  • Do books and pupil discussions demonstrate progress and attainment?
  • Can pupils apply their learning in more sophisticated contexts, showing that knowledge has ‘travelled’ with them?

Retrieval Practice and Assessment as Tools for Learning
While delivering the curriculum, teachers consistently check for understanding, identifying and addressing any misunderstandings. Assessment serves as a vital tool to support pupil learning. Research highlights the significant benefits of retrieval practice, one of the strongest findings in cognitive psychology (Roediger & Karpicke, 2006; Storm, Bjork & Storm, 2010). We implement low-stakes quizzes, including flashback quizzes at the start of each lesson, which are efficient, effective, and motivating for pupils. These quizzes also provide valuable insights into areas where pupils may be struggling.

To enhance retention and ensure that knowledge is embedded in long-term memory, we employ a retrieval plan that revisits all topics over time through spaced learning. This structure allows for cumulative quizzing, vocabulary use, and deliberate practice, ensuring that pupils can build upon their knowledge in a meaningful way.

Curriculum Adaptation and Continuous Improvement
We conduct frequent audits of the Design Technology curriculum, adapting it based on our findings to enhance learning opportunities and assessment endpoints for each year group. This ensures clear progression and repetition, reinforcing key learning, knowledge, and skills throughout the curriculum.

Ultimately, at Thornham St. James, our goal is for children to know more, remember more, and understand more. Through this rigorous approach to assessment and quality assurance, we are committed to fostering a deep and lasting understanding of Design Technology  and other subjects across the curriculum.

 

Design Technology Whole School Journey 

Design Technology Curriculum Progression 

Design Technology Vocabulary Progression

Design Technology Unit Overviews for Families