Intent
Plymtree C of E Primary’s design and technology curriculum encourages children to become innovators and risk-takers in a rapidly changing technological world.
It provides them with the knowledge and technical language needed to communicate their ideas effectively and challenges them to use their creativity and imagination to design and make products, both as individuals and as members of a team, that solve real and relevant problems.
Our curriculum aims to be enjoyable, engaging and packed with memorable learning experiences, whilst at the same time challenge children to think for themselves, give reasoned answers, consider the views of others and develop good resilience and attitudes to learning.
It invites children to critically reflect upon and evaluate their own designs as well as past and present design technology; to consider its uses, effectiveness and impact on daily life and the wider world.
Cross-curricular links are forged wherever possible to emulate the real world and make the learning relevant and purposeful.
The curriculum also provides children with nutritional information, the skills to prepare healthy dishes and an understanding of where food comes from.
Our curriculum drivers aim to:
* Use non-fiction texts to explore designers and their products.
* Use mental arithmetic in the design process to quantify resources, and use measure.
* Promote project based work, in which children can take ownership of the whole design process, including research, design and construction.
* use technology to aid design, especially in upper year groups, such as CAD.
* Promote health and wellbeing, such as through topics such as cooking.
Implementation
At Plymtree C of E Primary our design and technology curriculum is based upon the Early Years Foundation Stage Curriculum and 2014 Primary National Curriculum in England, which provides a broad framework and outlines the knowledge and skills taught in each Key Stage.
In the EYFS, children develop their ‘Expressive Arts and Design’ skills through making activities and technological interactions. They are encouraged to construct safely for a purpose and reflect upon how they can improve their work.
Teaching of Design Technology in the Early Years Foundation Stage
- Children construct with a purpose in mind, using a variety of resources. (DM 40-60 months)
- They select appropriate resources and adapt work where necessary. (40-60 months)
- They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. (ELG)
- They use what they have learnt about media and materials in original ways, thinking about uses and purposes. (ELG)
- They use ICT hardware to interact with age-appropriate computer software. (DM 40-60 months)
- They recognise that a range of technology is used in places such as homes and schools. (ELG)
- They select and use technology for particular purposes. (ELG)
Our Key Stage 1 and 2 design and technology teaching follows a design, make and evaluate cycle. The design process is rooted in real life contexts which gives relevance to the learning. While making, children are given a selection of tools to choose from. Children evaluate their own and other’s products against a design criteria. Each of these steps is rooted in technical knowledge and vocabulary.
Teaching of Design Technology in Key Stage 1
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts (for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment).
When designing and making, pupils should be taught to:
Design
• design purposeful, functional, appealing products for themselves and other users based on design criteria
• generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
Make
• select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
• select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
Evaluate
• explore and evaluate a range of existing products
• evaluate their ideas and products against design criteria
Technical knowledge
• build structures, exploring how they can be made stronger, stiffer and more stable
• explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.
Cooking and Nutrition
• use the basic principles of a healthy and varied diet to prepare dishes
• understand where food comes from.
Teaching of Design Technology in Key Stage 2
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts (for example, the home, school, leisure, culture, enterprise, industry and the wider environment).
When designing and making, pupils should be taught to:
Design
• use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
• generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Make
• select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
• select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Evaluate
• investigate and analyse a range of existing products
• evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
• understand how key events and individuals in design and technology have helped shape the world
Technical knowledge
• apply their understanding of how to strengthen, stiffen and reinforce more complex structures
• understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
• understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
• apply their understanding of computing to program, monitor and control their products.
Cooking and Nutrition
• Children need to understand and apply the principles of a healthy and varied diet
• prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
• understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
At Plymtree C of E Primary our design and technology curriculum is high quality, well thought out and planned to demonstrate progression. We focus on progression of knowledge, skills and discreet vocabulary.
When teaching design and technology, teachers ensure their activities are engaging, broad and balanced and whenever possible follow the children’s interests.
In design and technology lessons children are often asked to solve problems and develop their learning independently. This allows the children to have ownership over their curriculum and lead their own learning. They may also be asked to work as part of a team, learning to support and help one another towards a challenging, yet rewarding goal.
At Plymtree C of E Primary educational visits provide opportunities for the teachers to plan for additional design and technology learning outside the classroom. The children have visited local museums, food establishments and had visitors into school to share learning and have hands on experiences. In recent years, teachers have linked with local high schools to use their facilities, technology and expertise.
Alongside our curriculum provision for design and technology, we also provide all pupils with the opportunity to participate in design and technology based after school clubs. Pupils are consulted termly about which clubs they would like to be offered.
Impact
The skills and tool knowledge developed through design and technology can be applied in other areas of the curriculum and beyond school.
We measure the impact of our curriculum through the following methods:
- Assessing children’s understanding of topic linked vocabulary before and after the unit is taught.
- Marking of work in books.
- Images and videos of the children’s practical learning.
- Interviewing the pupils about their learning (pupil voice).
- Summative assessment of pupil discussions about their learning.
- Moderation meetings where pupil’s books are scrutinised and there is the opportunity for a dialogue between teachers to share and evaluate their children’s work.
- Annual reporting of standards across the curriculum.
Design and technology is an enjoyable, engaging academic outlet often suited to children who may find traditional subjects challenging. The curriculum gives children the confidence to see themselves as designers who can imagine, make and adapt products, and instils the belief that qualifications and careers incorporating design and technology are possible for all.