Our Vision is of an inclusive, happy and successful school at the heart of the local community. Together, our families and staff help our children to become confident, independent learners that care for themselves, each other and the environment around them. Be brilliant, be bold, be kind and together we will believe, learn and achieve.    

   Design and Technology  

   Curriculum Intent   

At Marlborough St Marys Primary School we intend to provide an engaging, active curriculum is inclusive and experiential. We enrich children’s learning through practical, cross-curricular activities, which build curiosity and resilience. In a caring, inclusive environment, based on Christian values, we foster creativity, imagination and a love of learning that will build self-sufficiency and develop children’s independence to become life-long learners. Our curriculum has a challenging blend of skills-based and knowledge-based learning.  

Subject Intent 

We want our children to use 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 intend for all children to acquire excellent subject knowledge, skills and understanding as set out in the National Curriculum. One of our key aims is that children have an excellent grasp of all technical vocabulary. Our pupils will be able to explain and evaluate their learning using a high standard of oral literacy that incorporates essential vocabulary.  It is our aim to create strong cross-curricular links with other subjects, such as Mathematics, Science, Computing, and Art. We want Design and Technology to prepare our children, to give them the opportunities, responsibilities, and experiences they need to be successful in later life.   

  Subject Implementation:  

Design and Technology is a crucial part of school life and learning and it is for this reason that as a school we are dedicated to the teaching and delivery of a high-quality Design and Technology curriculum.  

This is implemented through:  

• An emphasis on the meaning of all the correct technical vocabulary. In the first two lessons of any new area of learning, the teacher will explicitly teach the technical vocabulary needed. 

• Teachers will assess whether their perception of the ‘assumed prior knowledge’ of the pupils with regard to vocabulary is correct.  

• A well-thought-out, whole school, yearly overview of the DT curriculum which allows for progression across year groups in all areas of DT (textiles, mechanisms, structures, food and electrical systems)  

• Well planned and resourced projects providing children with a hands-on and enriching experience  

• A range of skills being taught ensuring that children are aware of health and safety issues related to the tasks undertaken  

• Teachers have the option to use the 'Kapow' scheme of work in liaison with the DT lead.  

• Some modules will have a greater ‘design’ focus which will balance out modules that have more of a technical, ’making’ focus. This is a deliberate intention to ensure that both of these elements of the subject are covered to a deeper level. 

Early Years Foundation Stage  

During the EYFS pupils explore and use a variety of media and materials through a combination of child initiated and adult directed activities. They have the opportunities to learn to:  

• Use different media and materials to express their own ideas  

• Use what they have learnt about media and materials in original ways, thinking about form, function and purpose  

• Make plans and construct with a purpose in mind using a variety of resources  

• Develop skills to use simple tools and techniques appropriately, effectively and safely  

• Select appropriate resources for a product and adapt their work where necessary  

• Cook and prepare food adhering to good health and hygiene routines  

   Subject Impact:  

Children will have clear enjoyment and confidence in Design and Technology. 

All pupils will confidently be able to use the correct technical vocabulary in the correct contexts. Teachers will be aware of the pupils that need extra support to use that technical vocabulary and will provide the necessary scaffolding.  

Through carefully planned and implemented learning activities the pupils develop the creative, technical and practical expertise needed to perform tasks confidently and to participate successfully in an increasingly technological world. They gain a firm foundation of knowledge and skills to see them equipped to take on further learning in the next steps of their school careers. 

Pupil’s skills and knowledge are assessed ongoingly by the class teacher, throughout lessons. EYFS pupils' progress and attainment tells us whether each individual child is below expected, at expected or above expected attainment for their age.