Design & Technology
Curriculum Vision Statement:
At St Jérôme, Design and Technology (D&T) is a practical, creative, and purposeful subject taught through the medium of French as part of our CLIL (Content and Language Integrated Learning) approach. Children experience D&T through engaging, hands-on projects that encourage them to explore real-world problems, think creatively, and bring their ideas to life through designing and making.
Teaching is carefully sequenced to develop key knowledge, skills, and concepts over time. Pupils are taught to design, make, and evaluate purposeful products for specific audiences and purposes. They develop skills in researching, generating ideas, planning, and communicating designs through discussion, sketches, and models. Children learn to select and use a range of tools, materials, and techniques safely and effectively, including mechanisms, structures, textiles, and food technology, depending on the project.
Throughout their learning, pupils develop an understanding of key design principles such as stability, strength, function, and purpose. They are encouraged to test, refine, and evaluate their ideas, learning from both success and failure.
By the end of Key Stage 2, pupils will be confident, independent designers who can apply their knowledge and skills to solve practical problems creatively. They will be able to generate and develop innovative ideas, use a range of tools and materials safely, evaluate their work thoughtfully, and communicate their design thinking effectively.
How is Design & Technology taught at St Jérome?
At St Jérôme, Design and Technology (D&T) is taught as a practical, creative, and purposeful subject through a CLIL (Content and Language Integrated Learning) approach, with lessons delivered with French input . This enables pupils to develop their design and making skills while also building confidence in using French in meaningful, real-life contexts.
Teaching is carefully sequenced and includes a range of pedagogical approaches such as modelling, direct instruction, investigation, collaborative work, hands-on experimentation, and iterative design. Pupils are encouraged to think like designers by exploring real-world problems, generating ideas, and testing and refining their solutions. They are taught to design, make, and evaluate purposeful products for specific audiences and needs.
Children develop key knowledge and skills across a range of areas, including structures, mechanisms, textiles, and food technology. They learn to use tools and materials safely and accurately, while developing an understanding of key design concepts such as function, stability, strength, and purpose. Pupils are also taught to plan, sketch, construct prototypes, and evaluate their work, making improvements based on testing and feedback.
Oracy is embedded throughout D&T through the CLIL approach. Pupils are encouraged to discuss ideas, explain design choices, justify decisions, and evaluate products using both technical vocabulary and French language. Structured talk, paired discussion, and group reflection help children to develop confidence in articulating their thinking clearly and collaboratively.
By the end of Key Stage 2, pupils will be confident, independent designers who can apply their knowledge and skills creatively to solve practical problems. They will be able to generate innovative ideas, use tools and materials safely and effectively, evaluate their work critically, and communicate their design thinking clearly.
How is children’s learning in Design & Technology assessed at St Jérôme?
At St Jérôme, assessment in Design and Technology (D&T) is ongoing, formative, and focused on the development of pupils’ knowledge, skills, and understanding over time. Teachers assess learning through observation, discussion, questioning, and the evaluation of pupils’ design and practical outcomes.
A key part of assessment is the design process itself, including pupils’ ability to generate ideas, plan, make, test, and evaluate their products. Evidence of learning is captured through sketchbooks, design plans, photographs, prototypes, and finished products, which show progression in both thinking and practical skills.
Children are assessed with a focus on key areas such as designing for a purpose, using tools and materials safely and accurately, and understanding key concepts such as structure, mechanism, stability, and function. Teachers verbally assess pupils’ ability to evaluate their work and suggest improvements based on testing and feedback.
Oral feedback is an important part of assessment, supported by the CLIL approach in French. Pupils are encouraged to explain their ideas, describe processes, and evaluate outcomes using appropriate vocabulary.
Assessment is used to inform future teaching and ensure that all pupils are supported and challenged appropriately. By the end of Key Stage 2, pupils will have developed a secure understanding of the design process, confidence in using tools and materials, and the ability to evaluate and improve their work thoughtfully and independently,
