At The Rosary Catholic Primary School, our Design and Technology curriculum, supported by the Kapow scheme, inspires children to become creative thinkers and practical problem-solvers. Pupils learn to design, make and evaluate products for different purposes, developing confidence in using materials, tools and techniques. Through practical projects, they explore how things work, test ideas and make improvements, building independence, resilience and teamwork. Some year groups also undertake specially chosen Design and Technology units linked to Religious Education, providing opportunities to connect practical creativity with their learning about faith. Rooted in our Catholic values, we encourage children to use their talents thoughtfully, consider the needs of others and recognise how design can improve everyday life.
Intent, Implementation and Impact
Intent
Our aim at The Rosary Catholic Primary school is to develop pupils’ design and technology abilities Pupils are given opportunities to develop their use, knowledge and understanding of spoken and practical Design and Technology within a broad and balanced curriculum.
Design and Technology is integral to our pupils’ creativity.
By the time pupils leave The Rosary Catholic Primary School, they will have mastered a range of skills that will support their future development. These are –
- To have a sense of curiosity and enjoyment in Design and Technology by providing pupils with the opportunities to investigate, study and revisit multiple disciplines.
- To have experience Cultural Capital in a variety of different forms by exposing pupils to a wide range of designs, techniques and processes, experience days, and visitors.
- To be resilient, independent and self-motivated by participating in class discussions and presentations where they are able to express themselves and boost their confidence and self-esteem. Pupils are free to learn in an environment where they are unafraid to take risks creatively, by testing materials and processes and learning from their mistakes.
- To ask questions and to problem solve by planning lessons that are built around curiosity. Pupils are encouraged to ask questions and explore by considering and selecting the most appropriate materials.
- To be global citizens of the twenty first century; pupils are given opportunities to discuss links between world events and design challenges faced in the world and how technology influences today.
We want to inspire creativity, develop curiosity and a passion for Design and Technology in our pupils by the time they leave our school.
Implementation
We teach Design and Technology during alternate half terms with Art and Design.
Design and Technology will be delivered in the form of projects with a clear structure.
We use the Design and Technology Association’s Projects on a Page and follow the design process: research, design, make and evaluate.
A range of skills will be taught ensuring that children are aware of health and safety issues related to the tasks undertaken.
Design and Technology has clear and appropriate cross curricular links to underpin learning in multi areas across the curriculum giving the children opportunities to learn life skills and apply skills to ‘hands on’ situations in a purposeful context.
Children will undertake design tasks and use skills from across the curriculum to fully explore the design process evaluating work ensuring that it is of the highest possible quality.
Independent learning: In Design and Technology children will be encouraged to solve problems and develop independence. This allows the children to have ownership and lead their own learning in Design and Technology.
Collaborative learning: In Design and Technology children are encouraged to work as part of a team, learning to support and help one another towards a challenging, yet rewarding goal.
Teachers encourage pupils to use key technical vocabulary. Opportunities are planned for children to use knowledge from other subjects within Design and Technology and vice versa.
Pupils contribute to the class discussion by sharing their ideas. This is the time when pupils are given the opportunity to discuss, verbalise and refine ideas before committing to final designs.
Impact
We measure the impact of computing curriculum in the following ways:
- In-Class Feedback
We understand that feedback is linked to progress and has to be timely to make an impact. In class feedback is used to support teacher’s workload, as well as to ensure that it is as immediate and timely and specific as possible, leaving the teacher time to focus on individual identified needs. Sharing work and ideas within class is championed and pupils are encouraged to be able to constructively criticise and act on peer feedback using the ‘What Went Well’ and ‘Even Better If’ sentence stems.
- Corrective Teaching/Summative Assessment
Skills practice is essential in Art and Design. Teachers adapt their planning to ensure there is time to address misconceptions. It may be addressed in the next lesson, by a Teaching Assistant or in small groups during the lesson.
- Pre Teaching/Pre Assessment
All teachers must be aware of the pupils’ prior attainment; sketchbooks follow each pupil throughout the years. We analyse previous learning and plan according to individual needs and cohorts.
- Formal Assessment Cycle
- o Termly sketchbook monitoring
We also aim to ensure that our pupils are proud of their work and have opportunity to see it on display, shared with others in the school and with their families.
We aim to ensure that as pupils move on from us to further their education and learning, that their curiosity, creativity and passion for Art and Design will continue to grow.
21st Century World; 21st Century Learners
Supporting Design and Technology Learning at Home
At The Rosary Catholic Primary School, we encourage children to become creative problem-solvers who design, make and evaluate products for a purpose. Families can support Design and Technology learning through everyday activities such as building models, preparing food, sewing and exploring how familiar objects work. From constructing with blocks in EYFS to designing moving models in Year 6, children benefit from trying out ideas, choosing materials and making improvements. The websites below offer practical activities, videos and challenges to inspire learning at home. You do not need specialist equipment: many projects use paper, cardboard, recycled packaging and everyday materials. Encourage your child to explain who their design is for, how it will work and what they could improve.
Designing, Making and Problem-Solving
| Website | Suggested age range | What families will find |
|---|---|---|
| BBC Bitesize – KS1 Design and Technology | Years 1–2 | Resources introducing designing, making, materials and food preparation. |
| BBC Bitesize – KS2 Design and Technology | Years 3–6 | Explanations and activities exploring design, products, materials, cooking and nutrition. |
| STEM Learning – Primary Design and Technology | Years 1–6, with adult selection | Collections of resources linking designing and making with engineering and practical problem-solving. |
| IET Education – Primary Resources | Reception–Year 6, depending on the activity | Free engineering and technology activities, including videos showing projects using everyday materials. |
| James Dyson Foundation – Resources | Mainly Years 3–6, with adult selection | Engineering challenges, designer stories and resources encouraging children to develop and test their ideas. |
| Practical Action – Home Learning | Mainly Years 3–6, with adult support | Practical challenges that encourage children to design solutions to real-world problems. |
| Practical Action – STEM Challenges | Years 3–6, selecting primary activities | Projects such as designing floating gardens and handwashing devices, with activity sheets and guidance. |
| Science Buddies – Primary-Age STEM Activities | Years 1–6, with adult support | Step-by-step science and engineering activities that involve building, testing and improving ideas. |
Structures, Mechanisms and Construction
| Website | Suggested age range | What families will find |
|---|---|---|
| Science Museum Group – Early Years and Key Stage 1 | EYFS–Year 2 | Playful activities using everyday materials to introduce exploring, building and investigating. |
| Science Museum Group – Learning Resources | EYFS–Year 6, depending on the resource | Activities and resources exploring science, technology and engineering. |
| Exploratorium – Tinkering Projects | Mainly Years 3–6, with adult selection | Creative projects that encourage experimentation with materials, construction and movement. |
| Exploratorium – Cardboard Automata | Years 4–6, with adult support | Guidance for making moving models and exploring mechanisms such as cams, levers and linkages. |
| Science Buddies – Make Cardboard Automata | Years 4–6, with adult support | Instructions for building a moving cardboard model, with opportunities to adapt the design. |
Product Design, Materials and Textiles
| Website | Suggested age range | What families will find |
|---|---|---|
| V&A – Family Resources | EYFS–Year 6, with adult selection | Creative activities and games inspired by the museum’s collections, including making and design ideas. |
| V&A – Make and Do | Mainly Years 3–6, with adult selection | Making activities and tutorials. Adults can choose projects suited to their child’s skills and available materials. |
| V&A – Textiles Collection | Years 3–6, explored with an adult | Examples of woven, printed and embroidered textiles to inspire discussion about materials, patterns and techniques. |
| V&A – Quilting and Patchwork | Years 3–6, explored with an adult | Examples of textile products that can inspire children’s own designs and simple fabric projects. |
| Design Museum – Collection | Years 3–6, explored with an adult | Examples of products, drawings and prototypes to encourage discussion about how and why objects are designed. |
| Design Museum – Explorer Trail | Years 1–6, with adult support | A trail for a museum visit, encouraging children to look, think and draw while exploring design in everyday objects. |
Cooking, Nutrition and Where Food Comes From
| Website | Suggested age range | What families will find |
|---|---|---|
| Food – a Fact of Life | EYFS–Year 6, selecting the appropriate age group | Resources about healthy eating, cooking and where food comes from, with sections for ages 3–5, 5–7 and 7–11. |
| Food – a Fact of Life: Ages 5–7 | Years 1–2 | Activities introducing ingredients, food preparation, healthy eating and cooking skills. |
| Food – a Fact of Life: Ages 7–11 | Years 3–6 | Resources developing cooking skills, food knowledge and understanding of nutrition. |
| Food – a Fact of Life: Primary Food Projects | Years 1–6, with adult support | Projects that encourage children to plan and prepare food for different purposes. |
| Food – a Fact of Life: Recipes | EYFS–Year 6, with adult support | Recipes that families can select and adapt to practise food preparation and cooking skills. |
| Good Food – Cooking with Children | EYFS–Year 6, with adult support | Recipes and cooking projects to help children practise preparing food and following instructions. |
| Good Food – Baking with Children | EYFS–Year 6, with adult support | Baking recipes offering opportunities to measure, mix, shape and discuss how ingredients change. |
Programming and Controlling Products
| Website | Suggested age range | What families will find |
|---|---|---|
| BBC micro – Make It: Code It | Mainly Years 4–6, with adult support | Projects that link programming with designing products using inputs and outputs. Physical projects may require a micro and additional components. |
| Microsoft MakeCode for micro | Mainly Years 4–6, with adult support | A programming tool with an on-screen simulator for testing ideas before using a physical micro. |
Making the most of Design and Technology at home: Give your child a simple design challenge, such as making a bridge for a toy car, a container for pencils or a healthy snack for a family member. Encourage them to sketch or explain their ideas, choose suitable materials, make their product and test it. Useful questions include “Who is it for?”, “What does it need to do?”, “Why have you chosen that material?” and “What could you change to make it work better?”
Information for families: Age ranges are suggested starting points. Some resources were designed for schools and may need an adult to select or adapt them. Supervise activities involving tools, needles, electrical components or cooking, and follow the provider’s instructions. Check ingredients for allergies and practise good food hygiene. Some websites offer optional paid resources or require additional equipment.
