Who can I talk to about Design and Technology?

You can talk to your child's class teacher or our Design and Technology Lead, Mrs G

Our Vision for Design and Technology:

The Studley DT curriculum is broadly based on the PKC curriculum and aims to inspire students to think about the important and integral role which design and the creation of designed products play in our society.

The curriculum is split into three different areas: ‘cook’, ‘sew’ and ‘build’.

In ‘cook’ students learn to cook from recipes which gradually build basic culinary skills. Whilst studying these practical skills they learn about concepts relating to food such as nutrition, seasonality, food production, transportation and food from different cultures.

In ‘sew’ students practise using fabric and thread to learn basic sewing techniques to create objects which demonstrate embroidery, appliqué, weaving and plaiting. Concepts such as the properties and creation of different fabrics, fast fashion, industrialisation, waste, recycling and pollution are interwoven into these activities.

In ‘build’ students learn about the creation of structures and mechanical and electrical devices to create products such as cars, moving cards, toys and books. Through this they learn about concepts such as force, motion and the properties of materials.

Two different ‘aspects’ of design are interwoven into the three areas of study: the environment and sustainability, and enterprise and innovation. These ‘aspects’ acknowledge enduring and contemporary concerns of modern design.

The sequence of lessons in the ‘sew’ and ‘build’ areas of study follow a structure to enable the students to become familiar with, understand and practise the process of design: research and investigate, design, make, use and evaluate. The planning for each unit of work specifies the product the children will make, the purpose and user of the product. The students’ 

understanding of key skills and concepts builds from year to year, assessing and cementing prior learning, and therefore the implementation of the curriculum in the given sequence is crucial.

The curriculum is designed to be delivered alongside the PKC science and history curricula, as parts of it directly relate to areas of knowledge which the pupils acquire in these subjects. Where a unit looks at concepts which are also addressed in these subjects, the design and technology unit is generally taught after units in these other disciplines. This allows the children to approach their study of design and technology with a degree of confidence and ‘expertise’ and to consolidate their knowledge by creating connections between the different disciplines.