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GSO Test

GSO Test

GSO Test

Home Learning


I made 5,127 prototypes of my vacuum before I got it right. There were 5,126 failures. But I learned from each one. That’s how I came up with a solution. So I don’t mind failure - James Dyson

 Curriculum Intent

At John Burns Primary School, our intent is to:

  • Provide a high-quality, broad and balanced design technology curriculum.
  • Engage, inspire and challenge children, equipping them with the knowledge and skills to become proficient chefs, engineers and tailors. 
  • Expand children’s knowledge, skills and understanding to experiment, invent and create their own designs and products that solve real and relevant problems to achieve a specific purpose.  Provide opportunities for children to learn how to research, design, make, evaluate and improve their designs in a variety of contexts. 
  • Ensure that pupils know about great design icons and understand the historical and cultural development and impact of their work.
  • Equip pupils with not only the minimum statutory requirements of the design technology National Curriculum but to prepare them for the opportunities, responsibilities and experiences of later life. 

Curriculum Implementation

At John Burns Primary School:

  • Programmes of Study are blocked and linked to termly 3P topics (3 projects a year).
  • Teachers follow a clear progression of skills with skills revisited and built upon covering the key areas of design: cooking, engineering and tailoring.
  • Techniques and skills are modelled by the class teacher with clear success criteria to accompany.   
  • Teachers promote enjoyment and interest in craft makers and designers directly linked to the 3Ps topics or skills they are covering.
  • Pupils develop their skills and techniques, over a series of lessons, using a wide range of materials, including construction materials, textiles or ingredients. 
  • Pupil work in KS1 and KS2 is published and displayed in a floorbook (A3 portfolio).
  • In order to develop confident design critics, pupils share their opinions and make informed observations about what will improve their own practical work.
  • Teachers do not mark work in floorbooks. Feedback and assessment of knowledge, skills and understanding is made through observations during lessons, verbal feedback, pupil voice, and finished products and evaluations.   
  • Opportunities to reflect and develop, and chances for self and peer assessment, is planned into each programme of study in KS1 and KS2. Self and peer assessment is recorded in floorbooks using post-it notes.
  • Summative judgements (Working Towards/Working At/Working Above age-related Expectations) are recorded in end of year reports for all KS1 and KS2 pupils (EYFS profile assessment - ELG Creating with Materials).   
  • Effective CPD and moderation opportunities are available to staff to ensure high levels of confidence and knowledge are maintained. These are done through regular discussions with the design technology lead, whole school moderation and staff meetings.
  • Opportunities for children to visit galleries and museums are planned for, as well as visits from designers from universities and local industry (STEM). 
  • Cross-curricular links are planned for and allow children to deepen their understand across the curriculum, including the use of technology, and design technology from year group specific historical, geographical and scientific contexts.

Curriculum Impact

At John Burns Primary School, our pupils will have:

  • Become confident, proficient, creative designers with the ability to express themselves as chefs, engineers and tailors. 
  • Meaningful, memorable learning experiences that will last a lifetime.
  • Experience of meeting and working with designers from universities and local industry.
  • A richer vocabulary which will enable to articulate their understanding of taught concepts.
  • High aspirations, which will see them through to further study, work and a successful adult life.