Intent
At Burford Primary school, the intent of the design and technology curriculum is to provide all pupils with a rich and varied learning experience that fosters their creativity, problem-solving abilities, critical thinking skills, and practical competence. By using 'cornerstones education' it provides us with purposeful and engaging design and technology lessons, which aim to inspire pupils to become resourceful and innovative individuals who can design and create products that respond to real-life and technological challenges. Our intent for design and technology aligns with the National Curriculum and takes into account the cultural diversity and technological advancements of our society and wider societies. We strive to provide pupils with opportunities to explore cultural and historical aspects of design and technology, develop their understanding of the impact of technology on their lives, and nurture their appreciation for environmental sustainability.


Implementation
To ensure implementation of the design and technology curriculum, we follow these key principles and strategies across our three year rolling programme:

1. High-Quality Teaching and Learning:
• Lessons are carefully planned to build upon prior knowledge, engage pupils, and promote active learning.
• Teachers model and explain design and technology concepts, techniques, and processes explicitly.
• Pupils are encouraged to work collaboratively, sharing their ideas and skills.
2. Broad and Balanced Curriculum:
• Design and technology is taught as a discrete subject within the wider context of the curriculum.
• Our curriculum provides a progression of skills and knowledge from EYFS through to Key Stage 2, covering various aspects including structures, mechanisms, electrical systems, cooking, and nutrition.
• Cross-curricular links are made, such as linking design and technology projects with mathematics, science, art, and history.
3. Real-World Contexts:
• Pupils learn about the impact of design and technology on their lives and on the wider community.
• Design and technology projects include problem-solving activities that reflect real-life scenarios and technological challenges.
• Visits to local industries, workshops led by experts, and engagement with professionals from design and technology fields are incorporated into the curriculum.
4. Practical Skills Development:
• Pupils have access to a range of tools, materials, and resources to aid their practical exploration of design and technology.
• They are taught how to use tools safely and responsibly and are encouraged to evaluate their own and others' work critically.
• Design and technology projects allow pupils to develop skills in areas such as model making, planning, measuring, cutting, constructing, joining, and evaluating.
5. Assessment, Feedback, and Differentiation:
• Formative assessment is used to understand pupils' progress, identify areas for development, and provide timely feedback.
• Pupils are encouraged to self-assess and set targets for improvement in design and technology, through evaluation.
• Assessment information is used to inform future planning and ensure differentiation to meet the diverse needs of all pupils.

Impact
As pupils progress through the three year rolling Design and Technology curriculum, they will build a sound foundation of understanding. As a result, they will be able to apply the skills acquired to future projects and have an appreciation of how designs are created, realised and built upon.
The impact of the teaching of Design and Technology is assessed in a number of ways. Formal assessment, by book looks and marking of children's work is used alongside more informal child interviews and photographic and video evidence. Careful questioning and planning for child led discussions are some of the other methods of measuring impact.

• Design & Technology Progression of skills
  
• Upper school Art & DT year overview