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Duchy of Lancaster


Our design technology curriculum is split into three different areas: "cook", "sew" and "build".  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.

In "cook" our children 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" our children practise using fabric and thread to learn basic sewing techniques to create objects which demonstrate embroidery, applique, 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" our children learn about the creation of structures and mechanical and electrical devices to create products such as cars, moving cards, toys and books.  Once again, the practical process of designing and creating a product is interleaved with learning about concepts which having a bearing on what they make.

The sequence of lessons in the "sew" and "build" areas of study follow a structure to enable our children to become familiar with, understand and practise the process of design: research and investigate, design, make, use and evaluate.  

Throughout the course of the lessons, our children explore existing products and their uses, generate ideas and designs by creating drawings and prototypes against criteria which they devise having considered purpose, function and appeal.  Evaluation against these criteria concludes the process. Discussion is an important part of the process, as is consideration of the properties of potential materials and the choice of tools. 

Learning about fundamental concepts, skills, developments in history and understanding of the influence of key individuals in the field are interleaved into this process driven structure.  The children's understanding of key skills and concepts builds from year to year, assessing and cementing prior learning.

The curriculum is designed to be delivered alongside our art, science and history curricula, as parts of it directly relate to areas of knowledge which our children acquire in these subjects.