Intent

‘Design is not just what it looks like and feels like. Design is how it works.’
Steve Jobs

We live in an ever-changing world, fuelled by technology and innovation. The study of design technology teaches children to think outside the box, to develop their own ideas and to respond to identified needs and opportunities, preparing them for life in the world of tomorrow. It gives children the chance to work through a creative process that is more structured and action-orientated; making or adapting existing products and systems.

At Thomas Jones, we aim to equip our pupils with both the creative and investigative skills they need to excel across the primary curriculum and beyond. The transferable skills they are taught in design technology marry closely with their learning in history, science, mathematics and art, and open up a wealth of opportunities for pupils to have future careers in engineering, architecture, culinary practices and product design, among others.

Children are taught how to problem solve, and will work creatively on shared projects to solve a specific brief, where they will organise, delegate and implement their collective ideas. We encourage children to ask questions and seek answers through practical exploration, thus becoming more resourceful and inquisitive.   

The teaching of design technology at Thomas Jones also promotes the fundamental British Values, reflecting the school’s learning ethos. The curriculum offers bountiful opportunities to support children with:

• learning to accept that the ideas of others may not be the same as their own but are equally valid
• taking the views and opinions of others into account but still having the right to make their own choices
• taking turns during discussions, resolving difficulties or making decisions
• understanding that many great design ideas originate from other cultures

Effective teaching and carefully planned and resourced lessons allow children to develop proficiency and confidence in many skills linked to construction, cookery and textiles. Progression of these core skills is made year on year. Linked to the whole school curriculum intent, skills and knowledge are revisited and built upon as children progress throughout the school to ensure learning embeds in long term memory and children can do and remember more.

At Thomas Jones, children are encouraged to be reflective and to evaluate their designs and creations following the completion of their final outcome. In Key Stage 2 children are expected to comment on the creations of others and take on board constructive feedback. We see this as a crucial part of the learning cycle, and a meaningful way to conclude each unit of learning.

As with all learning at Thomas Jones, technical vocabulary acquisition is prioritised and correct spellings and vocabulary are insisted upon and modelled at all times.