Design & Technology

Design & Technology Overview

The intent of our Design Technology curriculum is to provide all learners with meaningful, practical, and creative experiences that provide opportunities to develop over time and as appropriate- knowledge, skills, and confidence to design, make, and evaluate products. Our broad and rich Design Technology curriculum is designed to meet the diverse needs of our learners, ensuring accessibility, independence, and enjoyment for all.

Underpinning our curriculum are our three core values of Achievement, Equality and Independence.

Implementation

Design Technology at Hope School and College is delivered in a creative, stimulating way through themes and topics whilst also being practical, supporting learners to be as independent as possible in everyday life. The curriculum is designed to support and ensure that all learners, regardless of ability, can explore and develop their design skills in a safe and nurturing environment.

Our Design Technology curriculum utilises three frameworks – Birth to 5 Matters, The Engagement Curriculum and The National Curriculum. These frameworks underpin our learning intent for all learners across our bespoke pathways. Our pathways ensure a highly individualised and ambitious approach.

The implementation of our Design Technology curriculum takes a holistic approach and focuses on each learner’s unique starting point, abilities and potential. The curriculum is organised to embed prior knowledge and build upon what learners already know in small steps of progress.

Design Technology activities and projects are present in many other aspects of our wider school curriculum such as:

• Art’s Week activities
• Seasonal craft projects – Halloween, Christmas, Easter, seasons and other world celebrations
• School shows and events, making props and signs
• Displays and projects throughout school
• School gardening projects
• Lunchtime clubs
• Progress and reward time – choosing activities
• Careers activities – designing products for enterprise

We also recognise that Design Technology activities promote learning across many other areas of our curriculum including:

• Developing receptive and expressive communication
  Reading and writing skills –e.g. following instructions, labelling, planning
• Problem solving skills such as – measuring, estimating, calculating
• The use of computing to explore digital design
• Physical development – skills such as cutting, joining, building, constructing
• Artistic elements – choice of design, colour, shape
• Developing an understanding of the wilder world, cultures, countries and religions through DT projects
• Being healthy – understanding food groups, choices and preferences (see separate Cooking & Nutrition document)

Impact

The impact of the Design Technology curriculum is measurable in the following ways through our curriculum pathways:

• Increased engagement and motivation in Design Technology activities
  Development of skills pertinent to this subject
• Increased self-confidence: Learners will experience a sense of achievement and pride in their pieces, leading to improved self-esteem and self-worth. Classroom displays promote this around school, classroom doors and corridors.
• Enhanced communication skills: Design Technology offers an alternative means of communication, allowing learners who may struggle with verbal expression to convey thoughts and emotions visually.
• Development of life skills: Learners will not only learn technical skills but also important soft skills like patience, persistence, and the ability to work independently or collaboratively.
• Improved social interactions: By participating in group activities and projects, learners will develop stronger social bonds and communication skills.
• Holistic development: The curriculum aims to support the learners’ emotional, cognitive, and physical growth, improving their overall well-being.
• Preparation for next steps including further educational, vocational opportunities and lifelong engagement with creativity and culture

Rationale

Supporting Emotional and Social Development

Design Technology provides learners with opportunities for self-expression in ways that words may not always allow. This is particularly crucial for our learners.

• Self-Expression: Design Technology allows learners to express their thoughts, feelings, and experiences visually, providing an outlet for emotions that may be difficult to articulate otherwise.
• Social Interaction: Collaborative projects and group work encourage teamwork, communication, and social skills. Learners learn how to work together, share ideas, and respect others’ creative processes, which is vital for building social relationships and community skills.
• Emotional Well-Being: Engaging Design Technology practical projects can reduce stress, anxiety, and frustration. The process of creating allows learners to focus on something enjoyable and therapeutic, which aids in emotional regulation.

Cognitive Development and Problem-Solving Skills

Design Technology encourages critical thinking and problem-solving, which are essential skills for our learners

• Creative Thinking: Design Technology fosters imagination, creativity, and innovation. Learners are often tasked with solving design problems or creating something from early thoughts and discussions to the final project, which requires them to think critically and creatively.
• Cognitive Skills: Activities like measuring, designing, and joining develop spatial awareness, hand-eye coordination, and the ability to plan and execute projects. These skills improve focus and concentration, which can transfer to other academic areas.
• Adapted Learning Methods: Through a hands-on, visual, and tactile approach, learners who might struggle with traditional learning methods can grasp concepts in a more concrete, engaging way.

Motor Skills and Physical Development

Design Technology offers a way to practice and develop fine and gross motor skills in a creative environment.

• Fine Motor Skills: Manipulating materials such as- tools, threading, using scissors, shaping clay, or using digital tools improves hand-eye coordination, dexterity, and grip strength. These motor skills are transferable to everyday tasks, from writing to using technology.
• Gross Motor Skills: Some design activities (e.g., large-scale models or building prototypes) allow for more physical engagement and improve posture and physical coordination.

Sensory Development and Inclusion

Design Technology offers rich, sensory experiences that are not only engaging but also therapeutic.

• Tactile Exploration: Handling different objects and resources such as construction and other materials and specialised tools allow learners to develop tactile awareness. For learners with sensory processing issues, such tactile activities can be both calming and stimulating in a controlled way.
• Visual and Auditory Stimulation: Design Technology activities can be tailored to meet sensory needs, such as providing calming lighting, using colored lights, and playing soothing music, which helps learners with sensory sensitivities feel comfortable and engaged.
• Inclusive and Adapted Materials: Design Technology allows for inclusive teaching, where materials can be adapted for all learners. For example, using adapted scissors or adapting construction materials to suit different physical abilities

Cultivating a Sense of Achievement and Confidence

Design Technology offers a non-judgmental, process-focused way to build self-esteem and personal achievement.

• Visible Progress: Completing a design project, whether it’s a model, birthday card, or digital design, offers immediate, tangible results that learners can be proud of. This sense of achievement boosts confidence and fosters a positive self-image.
• Personalised Success: Design Technology is inherently flexible, allowing learners to work at their own pace. This means that success is defined not by a standard test but by personal growth and effort, ensuring that all learners can achieve in their own way.

Engaging with Technology and Innovation

In today’s world, Design Technology is increasingly integrated with digital tools.

• Digital Design: Tools like graphic design software, digital drawing, 3D modeling, or even video editing can be adapted for learners with disabilities, providing access to fields they might otherwise be excluded from.
• Assistive Technology: Software and devices (such as tablets, screen readers, or voice-to-text technology) can support learners with motor impairments or learning difficulties, enabling them to engage in art and design projects without barriers.
• Skills for the Future: Exposure to design technology prepares learners for the evolving digital landscape, offering them skills that are valuable both in education and in future careers.

Enhancing Creativity and Innovation in Diverse Ways

Design Technology ensures that all learners can participate in the creative process.

• Multiple Pathways to Success: Through visual design, building, digital design, Design Technology offers different pathways for learners to express themselves and demonstrate their talents.
• Cultural Awareness: Design Technology can also be used as a means of cultural exploration, helping learners learn about diverse cultures, traditions thus building global awareness and empathy.

Design Technology at Hope School and College

Design Technology in our Complex Learning Pathway

Design Technology is taught through a fully sensory and experiential approach. Activities are designed to stimulate the senses and encourage interaction, using lights, sounds, textures, and movement. Learning is often delivered on a one-to-one basis, with high levels of support, and closely integrated with physical and sensory therapies. The focus is on engagement, communication, and building trust, with creative experiences adapted to each learner’s physical and cognitive needs. The process, rather than the product, is at the heart of the learning experience. Design Technology is delivered through our Engagement Curriculum, Attending column and is assessed using cognition and learning in the Engagement Steps assessment framework (1&2).

Design Technology in our Early Steps Pathway

Design Technology is delivered through play-based, sensory-rich activities that encourage exploration, creativity, and communication. Learners engage with a variety of construction, shapes, and materials to support their fine and gross motor skills, sensory development, and self-expression. Learning is highly individualised, with a strong focus on process over outcome, and is often integrated with other areas of the Early Years Foundation Stage (EYFS). Activities are delivered in a calm, supportive environment with plenty of adult interaction to model, guide, and respond to each individual’s needs and interests. Pedagogies such as continuous provision and attention autism are used to deliver Design Technology. Design Technology is delivered using the Birth to 5 Matters Framework and assessed using Early Steps assessment.

Design Technology in our Semi-Formal Pathway

Design Technology for semi-formal learners through a structured, yet flexible and sensory-rich approach. Lessons are tailored to individual needs, focusing engagement and on developing fine motor skills, creativity, self-expression, and communication. Teachers use visual aids, step-by-step instructions, and hands-on activities to make learning accessible and engaging. Themes are often linked to real-life experiences or cross-curricular topics and progress is measured through engagement and progress in developing early skills in art and design. Emphasis is placed on enjoyment, exploration, and building confidence Design Technology is delivered through our Engagement Curriculum, Initiating column and is assessed using cognition and learning in the Engagement Steps (5&6) assessment and subject specifically in Progression Steps Design and Technology (1&2) .

Design Technology in our Formal Pathway

Design Technology for formal learners is delivered through a more structured curriculum that closely aligns with National Curriculum. Lessons focus on developing technical skills, creative thinking, and evaluation, using a range of activities and techniques. Learners are encouraged to think, plan, and reflect on their work. For formal learners, teaching remains supportive, using visual prompts, scaffolding, and differentiated instruction to ensure accessibility and success for all learners. Learners working on the Formal pathway will work towards Accreditations through ASDAN and Open awards. Art and Design is delivered through the National Curriculum and is assessed Progression Steps 3+.