Our Design and Technology Curriculum (Intent)
Our bespoke design and technology curriculum at Springhead is ambitious, inclusive and practically rich. It is designed to develop pupils’ creativity, independence and problem‑solving skills while fostering a lifelong appreciation of design, innovation and the made world, while fully meeting the expectations of the EYFS Framework and the National Curriculum.
We aim to develop pupils’ knowledge of a range of designers, engineers, architects and innovators, exploring how design and technology solve real‑world problems and improve everyday life. Through designing, making and evaluating, alongside developing technical knowledge, pupils learn to select and use materials, tools and components safely and accurately, ensuring purposeful and functional outcomes.
Learning is carefully sequenced so pupils build and revisit core design and technology concepts such as structures, mechanisms, materials, electrical systems and cooking and nutrition. Opportunities for investigation, design, modelling and evaluation foster creativity, resilience and innovation.
Reflection is embedded throughout the curriculum, with pupils discussing and evaluating their own work and that of others using appropriate technical vocabulary. This develops resilience, critical thinking and pride, enabling pupils to see themselves as designers and problem‑solvers equipped with the confidence, skills and curiosity to create and improve.
Our full Deisgn and Technology Policy can be accessed using the link below.
Design and Technology Dashboard Documents
Each year group has its own Design and Technology Dashboard Document, which provides a clear overview of what pupils will learn in design and technology and how learning is structured across the year. Each document brings together the following elements:
- Programme of Study – an overview of the technical knowledge (what pupils will know) and skills (what pupils will be able to do) that will be taught throughout the year
- Small‑Step Learning Sequences and Knowledge Builders – detailed, step‑by‑step progression of component knowledge and key vocabulary for every unit (e.g., mechanisms, structures, textiles, electrical systems), ensuring pupils develop secure understanding through manageable chunks of learning.
- Suggested Lesson Sequences – example lesson‑by‑lesson guidance showing how units could be taught, including BAD (Basic/Advancing/Deep) statements to support in‑lesson assessment.
- Pupil Reference Sheets and Assessment Materials – pupil‑friendly knowledge organisers to support retrieval and measure understanding.
- Significant Designers, Engineers, Architects and Innovations – a wide selection of significant figures and products that may be studied and used to enhance pupils' cultural capital.
Year 1 Design and Technology Dashboard Document
Year 2 Design and Technology Dashboard Document
Year 3 Design and Technology Dashboard Document
Year 4 Design and Technology Dashboard Document
Year 5 Design and Technology Dashboard Document
Year 6 Design and Technology Dashboard Document
Lesson Pathway
Every design and technology lesson begins with an opportunity for pupils to retrieve, revisit and consolidate prior learning—this is our Smart Start. This retrieval activity may take a range of forms and is designed to activate prior knowledge, strengthen memory and support connections across learning over time.
Lessons then move into a discussion of the learning journey, including the learning objective and BAD statements, which outline the depth at which pupils will engage with new content.
Key vocabulary is introduced before new learning is modelled using our ‘I Do – We Do – You Do’ structure, with practical application and low‑stakes quizzing interwoven throughout to support assessment and retrieval.
Assessment
Our approach to assessment aims to give timely feedback that moves learning forward. We use both formative and summative assessment to evaluate pupils’ understanding, knowledge and skills. This includes:
- Smart Start activities
- Live marking and feedback during independent tasks
- Class discussions
- Targeted questioning