Design & Technology – curriculum information
At Parkstone Primary School, our Design and Technology curriculum encourages children to become creative thinkers, problem-solvers and innovators. Through a carefully planned progression of learning, pupils develop their skills in designing, making and evaluating products while learning how design and technology shapes the world around them. Children are given opportunities to work with a range of materials, tools and techniques, helping them to develop practical skills alongside resilience, creativity and independence.
Across the school, pupils explore three key areas of Design and Technology: construction, food technology and textiles. From creating free-standing structures, moving toys and electronic nightlights, to preparing healthy foods and designing and sewing products such as pouches, purses, tote bags and hats, children learn how to apply their knowledge to real-life design challenges.
Our curriculum enables pupils to investigate existing products, develop technical knowledge and use the design process to create purposeful outcomes. We aim to inspire children to think creatively, take risks, solve problems and develop the confidence and practical skills needed for the future
‘Pupils thrive at this inclusive school.’
‘Teachers say that leaders listen to their views and help them to manage their workload.’
‘All
adults have high expectations of pupils’ behaviour.’
‘Leaders’ relationships and sex education and health education
curriculums give pupils an age-appropriate understanding of healthy relationships.’
‘Pupils enjoy the books their teacher reads to them.’
‘Teachers model language and sounds accurately. This means that Reception children get off to a strong start with their reading.’
‘The geography curriculum is a strength of the school.
Leaders have carefully set out what they want pupils to know by the end of each year.’
‘In Reception, phonics is taught every day.’
‘The reading curriculum is well organised.’
‘Pupils are very positive about their
mathematics work.’
‘Teachers have strong subject
knowledge and use geographical vocabulary with precision.’
‘All pupils know the school rules.’
‘In mathematics, teachers make daily checks on pupils’ understanding. This ensures that the work pupils do is suitably challenging.’
‘Classrooms are oases of calm. As a
result, pupils are happy. They feel safe at school.’
‘Pupils could talk about rainfall and temperature graphs, as well as the impact of the River Nile on Egyptian settlements.’
‘One pupil told the
inspector that, ‘school is amazing because teachers include everyone.’
‘The governing body challenges leaders on the actions they are taking to improve the school.’
‘Pupils talk with pride about the ‘leading learner’ badges
they get for reading regularly, arriving on time and trying hard.’
‘Staff are happy, and morale
is high.’
‘Pupils who are falling behind in their phonics get extra help to catch up.’
‘ Subject leaders benefit from meeting staff in
other trust schools to exchange ideas and good practice.’
‘Teachers use ‘pinny time’ to revisit the sounds that children have been
taught, as they learn through play.’
‘Leaders
have provided teachers with the phonics training they need.’
‘Reception children get opportunities to explore numbers all the time.
Daily mathematics lessons help them to count with speed and confidence.’
‘Pupils discuss and analyse texts during their
‘reading mastery’ lessons.’
‘Children in early years learn phonics as soon as they start school.’