Design Technology Curriculum

Intent

At Marlborough Road Academy, our Design and Technology (DT) curriculum is progressive and builds on prior learning. We aim for all pupils to develop the skills, knowledge and understanding needed to analyse existing products, design purposeful solutions, make high-quality products and evaluate their effectiveness using appropriate technical vocabulary.

Through this, pupils gain a secure and relevant understanding of the design process. We encourage creativity, innovation and problem-solving, enabling pupils to take risks and develop original ideas. Pupils also learn to appreciate the work of a range of designers, engineers and crafts people, helping them to understand the role of design in the wider world.

Our curriculum is designed to embed core disciplinary knowledge and develop pupils’ ability to approach increasingly complex design challenges. Pupils build knowledge and skills across:

• Marking out and cutting

• Fixing and joining

• Mechanical and control systems

• Finishing techniques, including food hygiene

• Technical and subject-specific vocabulary

Through this, pupils develop practical life skills that support them beyond the classroom.

Implementation

DT at Marlborough Road Academy is delivered through engaging and purposeful lessons, underpinned by Rosenshine’s Principles of Instruction. Teaching is carefully sequenced to ensure progression, with clear end points in mind.

As part of the planning process, teachers:

• Use knowledge organisers to define key content and vocabulary

• Deliver pre-learning quizzes to assess prior knowledge and inform teaching

• Plan learning that builds towards a clear design outcome

Pupils are taught the three key strands of DT:

Design

• Generate innovative ideas for functional and appealing products

• Carry out research, discussions and annotated sketches to develop designs

Make

• Use a range of tools and equipment accurately (cutting, shaping, joining)

• Select and work with a variety of materials,ingredients and components

• Apply an understanding of health and safety throughout practical work

Evaluate

• Assess their products against their design criteria

• Compare their work with others and consider feedback

• Refine and improve their designs based on evaluation

This structured approach ensures that pupils understand the full design–make–evaluate cycle and can apply it confidently.

Impact

Our DT curriculum is carefully sequenced to demonstrate clear progression in knowledge, skills and understanding across all year groups. Pupils who are secure in the curriculum can design,make and evaluate products with increasing independence and accuracy.

We measure the impact of our DT curriculum through:

• Formative assessment in lessons, enabling teachers to adapt teaching and address misconceptions

• Post-learning quizzes that assess pupils’ understanding of key knowledge within each unit

• Pupil discussions, where children explain their ideas, design processes and evaluations usingaccurate DT vocabulary

• Evidence in work and outcomes, demonstrating the application of skills across the design–make–evaluate cycle

Through this, pupils develop not only technical expertise but also creativity, resilience and problem-solving skills, preparing them for future learning and real-life applications.