Curriculum Intent: Design and Technology (DT) The national curriculum for design and technology aims to ensure that all pupils: - develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
- build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
- critique, evaluate and test their ideas and products and the work of others understand and apply the principles of nutrition and learn how to cook.
EYFS: Expressive Arts and Design is part of the curriculum in Reception. Exploring media and marks: Children safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, form and function. Being Imaginative: Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology and art. 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.
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 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.
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Implementation: - In the EYFS Design Technology is developed through purposeful play based experiences. Children are provided with open-ended opportunities to extend their Expressive Arts and Design experiences through role-play and learning zone In the EYFS Design Technology is developed through purposeful play based experiences. Children are provided with open-ended opportunities to extend their Expressive Arts and Design experiences through role-play and learning zone opportunities within the learning environments. Pupils have continuous access to the creation station where they can draw, paint, make pictures and models. Observations and photos of children’s experiences support learning within the EYFS Framework.
- Our curriculum is designed to implement the three main stages of the design process: design, make and evaluate. Each stage of the design process is underpinned by technical knowledge which encompasses the contextual, historical, and technical understanding required for each strand. Cooking and nutrition* has a separate section, with a focus on specific principles, skills and techniques in food, including where food comes from, diet and seasonality. Design Technology is taught once a week for an hour and is taught explicitly for three out of the six terms of the year.
- Our curriculum has a clear progression of skills and knowledge within the five strands: design, make, evaluate, technical knowledge and cooking and nutrition across each year group. The curriculum overview shows clearly which units cover each of the National curriculum attainment targets as well as each of the five strands.
- The lessons focus on developing skills in four key areas: Mechanisms, Structures, Textiles and Cooking and nutrition (Food). Each of the key areas follow the design process (design, make and evaluate) and has a particular theme and focus from the technical knowledge or cooking and nutrition section of the curriculum. The use of a spiral curriculum, allows for key areas to be revisited again and again with increasing complexity, allowing pupils to revisit and build on their previous learning.
- Pupils are given opportunities to learn in a variety of ways such as independent tasks, paired and group work including practical hands-on, computer-based and inventive tasks. This variety means that lessons are engaging and appeal to those with a variety of learning styles.
- Lessons are differentiated to support all pupils to achieve and succeed.
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Impact: Our curriculum is designed in such a way that children are involved in the evaluation, dialogue and decision making about the quality of their outcomes and the improvements they need to make. By taking part in regular discussions and decision-making processes children will learn to self-evaluate and reflect on their learning. The impact of our curriculum can be constantly monitored through the teachers assessing pupils within each lesson against the learning objectives and each final piece created. The information gathered about the cohort is then passed on to the next teacher so they are aware of where the pupils are in their design technology learning. After the implementation of our curriculum, pupils should leave school equipped with a range of skills to enable them to succeed in their secondary education and be innovative and resourceful members of society. The expected impact is that the children will: • Understand the functional and aesthetic properties of a range of materials and resources. • Understand how to use and combine tools to carry out different processes for shaping, decorating, and manufacturing products. • Build and apply a repertoire of skills, knowledge and understanding to produce high quality, innovative outcomes, including models, prototypes, CAD, and products to fulfil the needs of users, clients, and scenarios. • Understand and apply the principles of healthy eating, diets, and recipes, including key processes, food groups and cooking equipment. • Have an appreciation for key individuals, inventions, and events in history and of today that impact our world. • Recognise where our decisions can impact the wider world in terms of community, social and environmental issues. • Self-evaluate and reflect on learning at different stages and identify areas to improve. • Meet the end of key stage expectations outlined in the National curriculum for Design and technology. |
