Statement of Intent

Here at Minterne, we want the children to be excited and look forward to their DT lessons. We aim to stimulate creativity, imagination and originality through an engaging, hands-on curriculum. We adopt a creative approach to DT, meaning that it is often taught within topics being taught at the time. Some of our projects include designing and sewing Christmas tree decorations, designing and cooking pizzas, making Viking long boats and making code-breaking machines with electricity circuits.

SMSC and British Values

Through DT, we aim to develop the behaviours that learners need to succeed in the world, such as: resilience and determination, team work, responsibility, independence, as well as confidence, creativity, pride, personal safety and well-being.

At Minterne, children are encouraged to experiment with their ideas, their use of colour, textures and form and with different materials and processes. Self-evaluation and peer-evaluation of work regularly happens and help the children to be resilient, thoughtful and to understand that it takes hard work and perseverance to achieve their goals.

Design and Technology encourages children to be curious and creative problem solvers, both as individuals and as part of a team. We teach children the skills and technical knowledge to design, make and evaluate products, thus developing critical thinking and questioning needed to become the product designers and the problem solvers of tomorrow. Through a variety of practical, hands-on experiences, children have the opportunity to use their Growth Mindsets to become resilient and persistence learners.

How DT is taught in lessons

The Design and Technology National Curriculum outlines the three main stages of the design process: design, make and evaluate. Each stage of the design process is underpinned by technical knowledge, which encompasses the contextual, historical and technical understanding required for each strand. Cooking and nutrition has a separate section, with a focus on specific principles, skills and techniques in food, including where food comes from, diet and seasonality.

Lessons incorporate a range of teaching strategies from independent research tasks, paired and group work tasks and practical, hands-on inventive tasks. This variety means that lessons are engaging and appeal to those with a variety of learning styles.

Key vocabulary is been identified for each of the units and children are specifically taught and expected to use this throughout each unit and apply transferable vocabulary, either within other Design and Technology units or in other areas of the curriculum.

Our Curriculum Overviews show which of our units cover each of the National Curriculum attainment targets. Our Progression of Skills shows the skills that are taught within each year group and how these skills develop to ensure that attainment targets are securely met by the end of Key Stage 2.

How is progression ensured in DT?

Our curriculum is carefully planned to ensure children have the opportunity to revisit prior skills and knowledge and to build on these each year. Please see our Progression Document for further information.

Sharing Successes

All children are given the opportunity to celebrate their work with their peers, school staff and with their families. The children often share their work with other year groups within the school. It’s always wonderful for older and younger children to mix together and we believe it’s great for the younger years to know what exciting DT projects await them as they progress through the school. The children’s final DT projects are often sent home for them to enjoy with their loved ones – the edible projects are especially well-received!