At St. Margaret's, design and technology (D&T) is planned and implemented with the goal of allowing children to reach their own conclusions on how best to solve real-world problems, combining their original ideas with structured progression in learning across the six strands: woodwork, control technology, food technology, design and construct, mechanisms and textiles. Our D&T scheme of work follows the six curriculum principles for establishing effective D&T practice:

User - Pupils should have a clear understanding of who they are designing and making products for, so they can consider their needs, wants, and preferences. The intended user could be themselves, others, a specific group of people or an imaginary character.

Purpose - Pupils should be able to clearly communicate the purpose of the products they are designing and making. Each product they create should be designed to perform one or more defined tasks. Products should be evaluated through use with the intended audience.

Innovation - When designing and making, pupils need some scope to be original with their thinking. Projects that encourage innovation lead to a range of ideas and products being developed, and are characterised by engaging, open-ended starting points.

Authenticity - Pupils should design and make products that are believable, real and meaningful to themselves and others. The product should be recognisable as a viable solution to the specification defined by the user, purpose and required tasks.

Functionality - Pupils should design and make products that function effectively, in order to fulfil the user's needs, wants and purposes. In D&T, it is insufficient for children to design and make products which are purely aesthetic, or which are purely functional.

Design decisions - Pupils need opportunities to make their own design decisions about the form, function and performance of their product. This allows pupils to demonstrate their creative, technical and practical expertise, and use learning from other subjects.

Pupil Views

"I appreciate the chance to use my own ideas, as it allows me to think of things that nobody has tried, and to make a product that is only my own - nobody will make the same one."

Year six pupil (mechanisms - model bicycle)

"Working with Lego was the best. I never thought about a toy being used to show such complex movements."

Year five pupil (mechanisms - orrery)

"It was really fun making the wooden toys. Learning how to cut and drill wood is a useful skill, and designing toys to appeal to younger children was interesting."

Year five pupil (woodwork - cam toys)

"It is important to know how to design a model so you know how the real one works."

Year four pupil (design & construct - model volcano)

"We need to know how soup is made so we can stay healthy and eat the right food. Nobody wants to eat boring food!"

Year two pupil (food technology - vegetable soup)

Our curriculum is still being worked on so progression ladders may be updated/adapted