DESIGN & TECHNOLOGY

Vision

Our Design Technology curriculum is based on the planning provided by the Design Technology Association. This program enables us as a school to plan and teach successful DT projects each term that cover the National Curriculum requirements. Through our teaching, pupils are given the opportunity to design, create and evaluate functional products in a range of different projects, and in a variety of different contexts with users and purposes in mind. Each term’s project addresses a particular aspect of the subject. At KS1, these are mechanisms, structures, food and textiles; and at KS2 are mechanical systems, electrical systems, structures, food and textiles.

 

National Curriculum

The National Curriculum for Design Technology in Key Stages 1 and 2 can be found using the links below. This highlights the programme of study both statutory and non-statutory objectives for each Key Stage.

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239041/PRIMARY_national_curriculum_-_Design_and_technology.pdf

 

 

EYFS Curriculum

Please use the link below to learn more about the content of the Early Years Curriculum.

https://www.foundationyears.org.uk/files/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf

The following sections of the document link to objectives related to Design Technology:

  • Expressive Arts and Design: Being Imaginative

  • Expressive Arts and Design: Exploring and Using Media and Materials

  • Physical Development: Health and Handling

  • Physical Development: Moving and Handling

Understanding the World: Technology

Intent

Our Design and Technology curriculum intends to:

  • Inspire children to solve relevant, real life problems and create innovative designs through a broad range of practical experiences in a variety of different contexts.

  • Provide children with coherently planned sequences of lessons to ensure that the knowledge, understanding and skills required in the national curriculum is covered.

  • Give opportunities for children to critically evaluate existing products and also to be creative when designing solutions to problems.

Progressively build on skills and knowledge in technology including reflection, evaluation, making improvements, designing and creating solutions as children move through school.

Implementation

Progression

An underlying principle of the design and technology framework is that pupils’ learning should be developed cumulatively. This means that learning from previous key stages will be revisited in teachers’ planning and practice, but used in a more sophisticated way in subsequent key stages.

 

Teaching

At Bardsey we follow the ‘Design, Make, Evaluate’ approach to the teaching of DT, as outlined in the National Curriculum Programmes of Study document. The content of our DT curriculum is based on the planning provided by the Design Technology Association. At KS1, these are mechanisms, structures, food and textiles; and at KS2 are mechanical systems, electrical systems, structures, food and textiles. During DT sessions, children are encouraged to be inquisitive about the way products work. We encourage both asking and answering questions in order to deepen children’s understanding of product and product design. They will use market research to inform their designs and, as they move up through the school, will be encouraged to draw detailed designs and make prototypes in order to refine their designs before creating their final piece. Whilst making their products, staff will guide them through the technical skills they will require, modelling good practice and highlighting safety considerations with the children. Through the evaluation stage of our ‘Plan, Make, Evaluate’ approach, children are encouraged to reflect upon their final products, considering how they could have altered their design or techniques to impact the overall appearance and usability of their product.

 

Key Knowledge and Vocabulary

The acquisition of key scientific knowledge is an integral part of our DT lessons. Linked knowledge organisers and displays enable children to learn and retain the important, useful and powerful vocabulary and knowledge contained within each unit. Children are encouraged to use this subject-appropriate vocabulary and language during discussions in lessons, and especially when planning and evaluating products. Our curriculum is based on the idea that long-term learning is built upon repetition of prior knowledge and we allow opportunities for children to come back to and re-visit previous learning to embed this knowledge in the long-term memory. Key technological knowledge and concepts are re-visited through short recall quizzes which assess and revise children’s knowledge of prior learning from different units completed in previous terms and years.

 

Independent Learning

In DT, children are encouraged to ask questions and find solutions in order to solve practical problems. Children will often work collaboratively in the subject but will gain more and more independence especially in planning and evaluating products as they move through school.

 

High Quality Resources

Children will access resources to acquire learning through relevant practical equipment, textbooks and digital technology. Children have access to quality tools for completing construction tasks, preparing food, textiles and electrical systems.

 

Fieldwork and Outdoor Learning

Across both key stages, children have a range of opportunities to experience DT through practical engaging tasks beyond the classroom.

Our school grounds are utilized as much as possible for lessons, enabling children to develop practical technological knowledge for appropriate tasks.

 

Educational Visits to enhance their cultural capital

Where applicable, links to DT will be made to develop the children’s learning.

 

CPD

Continuous training is provided to ensure teacher skill and knowledge is developed to teach the subject with confidence and accuracy.

Impact

The impact and measure of our DT curriculum is that pupils:

  • Move on to Key Stage 3 having met or exceeded the expected outcomes for Design Technology as outlined in the National Curriculum.

  • Are inspired to ask questions, solve problems and are excited about Design Technology.

  • See the relevance of what they learn in lessons to real-life situations and contexts.

  • Recognise the importance of technology in the wider world.

 

Leadership, Assessment and Feedback

Due to the practical nature of many design and technology tasks, evidence of work undertaken by children can be in the form of teacher’s notes or as a photographic record. Teachers are required to assess children’s knowledge, understanding and skills in design and technology by making observations of the children working during lessons. As part of our assessment for learning process (and in line with our school’s assessment policy), children will receive both verbal and written feedback in order to aid progress in the subject. Children are also encouraged to be critical of their own work, highlighting their own next steps.

For the whole document including the progression map click here