Intent

Characteristics of a Designer

• Significant levels of originality and the willingness to take creative risks to produce innovative ideas and prototypes.
• An excellent attitude to learning and independent working.
• The ability to use time efficiently and work constructively and productively with others.
• The ability to carry out thorough research, show initiative and ask questions to develop an exceptionally detailed knowledge of users’ needs.
• The ability to act as responsible designers and makers, working ethically, using finite materials carefully and working safely.
• A thorough knowledge of which tools, equipment and materials to use to make their products.
• The ability to apply mathematical knowledge.
• The ability to manage risks exceptionally well to manufacture products safely and hygienically.
• A passion for the subject and knowledge of, up-to-date technological innovations in materials, products and systems.

Aspirations For The Future!

Pupils develop an understanding of how subjects and specific skills are linked to future jobs.

Here are some of the jobs you could aspire to do in the future as a Designer:

Sound engineer

Theme park designer

Videogames studies researcher 

Lego designer

Den builder

Jewellery designer

For more careers, please visit First Careers.

Implementation

Our pupils should be able to organise their knowledge, skills and understanding around the following learning concepts:

• Master practical skills 
• Design, make, evaluate and improve 
• Take inspiration from design throughout history 
   

These key concepts underpin learning in each milestone. This enables pupils to reinforce and build upon prior learning, make connections and develop subject specific language. 

The vertical accumulation of knowledge and skills from Years 1 to 6 is mapped as follows in the booklet below:

Impact

The impact of our curriculum is measured in terms of the extent to which pupils have developed new knowledge, understanding and skills and that they can use and recall this with fluency.  

This will be measured by:

• Lesson observations and work scrutiny
• Termly testing and teacher assessments, pupil progress meetings, reporting to governors etc.
• Internal and external moderation
• Subject review, feedback and action plans
• Reporting to parents
• Pupil voice – questionnaires, pupil book reviews
• Subject Leader monitoring – Lesson visits, scrutiny of books, assessment, pupil interviews and questionnaires 
• Outcomes at the end of EYFS, KS1 and KS2 
• ASPIRE Awards
• Governor monitoring