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Design & Technology Intent
Design & Technology Curriculum Map
Our curriculum is designed to enable students to use creativity and imagination to design and make products that address real-world problems in various contexts, considering the needs, wants, and values of themselves and others. Design and Technology at Neale Wade is an inspiring, rigorous, and practical subject that encourages students to draw from disciplines like mathematics, science, engineering, computing and art. Our curriculum aims to foster resourceful, innovative, and capable citizens who understand the significance of design and technology in daily life and its broader impact on society.
We sequence our learning in the order that we do because we believe that students must first establish a strong foundation of knowledge and skills before tackling more advanced and complex design and practical tasks. This approach ensures that students are gradually introduced to new concepts in a structured way, preventing cognitive overload and allowing for deeper understanding at each stage. By prioritizing the introduction of tier 3 vocabulary and relevant real-life applications at the start of each unit, we ensure that students not only learn the technical language of Design Technology but can also contextualize their learning in practical, real-world scenarios. The curriculum is carefully planned to build cumulatively, with early lessons focused on core principles like basic materials, tools, and design thinking. As students' progress, they apply these foundational elements to more complex projects involving advanced techniques and critical evaluation. Additionally, we incorporate cognitive science principles such as spaced repetition and retrieval practices to enhance long-term memory retention. For instance, regular retrieval opportunities, including the Do Now Activity (DNA)/starter, are embedded at the start of every lesson. These activities revisit key concepts from previous lessons, allowing students to consolidate their learning and connect it to new material. This cyclical approach not only strengthens retention but also helps to identify and address misconceptions early, ensuring that students are well-prepared for subsequent learning stages.
Moreover, by sequencing lessons this way, we can regularly revisit important skills and knowledge in various contexts, reinforcing students’ ability to transfer and apply what they’ve learned to a range of challenges, both in and out of the classroom. This deliberate scaffolding ensures that students are progressively building up the confidence and capability required for independent, creative problem-solving in Design Technology.
Progression considers starting points at KS2 by building on students’ existing knowledge of practical tasks and problem-solving skills, particularly from primary education and home-based learning. Our curriculum is designed to scaffold this knowledge, gradually introducing more complex concepts and contexts for design and technology. We also ensure that all students experience the Design, Make, Evaluate cycle to apply their understanding in a meaningful way.
And ending points at KS4 by ensuring that students leave with the creative, technical, and practical expertise necessary to thrive in an increasingly technological world. By the end of KS4, students will have developed a broad repertoire of knowledge, the ability to critique and evaluate designs, and the confidence to apply these skills in both everyday tasks and future educational or career paths. They will also have opportunities to showcase their skills beyond the classroom through extra-curricular events, further embedding their learning and understanding of the subject.
