Subject leader: Mrs Blackburn
‘Though it is the smallest of all seeds, yet when it grows, it is the largest of all garden plants and becomes a tree, so that the birds come and perch in its branches.’
Matthew 13 vs.31-32
Our entire curriculum, including Design Technology, is underpinned by the ‘Parable of the Mustard Seed’ and summarised by our motto:
Together may we give our children: roots to grow and wings to fly.
We want our children to get excited about Design and Technology and be enthusiastic about the possibilities and opportunities that creative design and technology can afford. Design and Technology at our schools is an inspiring, rigorous and practical subject. We encourage children to use their creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. Children acquire a broad range of subject knowledge and are able to apply cross-curricular skills from mathematics, science, engineering, computing and art. Children are encouraged to become innovators and risk-takers, working as both individuals and members of a team. They are also given opportunities to reflect upon and evaluate past and present design technology, its uses and its effectiveness.
The EYFS statutory educational programmes for ‘Expressive Art and Design’ and ‘Physical Development’ introduce children to opportunities to develop their own ideas about how to design, create and construct by choosing and using a wide range of media and materials to express those ideas. Children problem solve and refine ideas using different techniques and a range of tools and equipment.
From years 1 to 6, we use the KAPOW scheme designed by specialists to ensure excellent progression of skills and knowledge throughout the school. Through a variety of creative and practical activities, we teach the knowledge, understanding and skills needed to engage in an interactive process of designing and making. The children work in a range of relevant contexts (for example home, school, leisure, culture, enterprise, industry and the wider environment).
When designing and making, the children are taught to:
• 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 diagrams, prototypes, pattern pieces and computer-aided design
• 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
• 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 help shape the world
• apply their understanding of how to strengthen, stiffen and reinforce more complex structures
• understand and use mechanical systems in their products
• understand and use electrical systems in their products
• apply their understanding of computing to program, monitor and control their products
Cooking and Nutrition
- understand and apply the principles of nutrition and learn how to cook
- understand where food comes from and how to have a balanced diet.
- learn preparation and cooking skills including kitchen hygiene and safety.
- understand how to follow recipes.
It is our belief that, through the experience of regular Design and Technology lessons that all pupils will acquire an intrinsic understanding of the skills and knowledge involved. Our spiral curriculum scaffolds pupil’s learning and builds upon previous learning to ensure that every child can access rich, challenging and engaging lessons. Our Design and Technology curriculum is differentiated by outcome, and we would expect our more able children to produce some impressive pieces of work and we would scaffold any child who needs more support accordingly.
Our assessment in Design and Technology is used to improve, not just prove, pupils’ learning. Alongside ‘in the moment assessment’ within lessons, our knowledge catcher assessments carried out at the start of each unit of work and our end of unit summative quizzes enable teachers to target any specific gaps in children’s knowledge.
We ensure the children
• 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 and 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.
Children will design and make a range of products. A good quality finish will be expected in all design and activities made appropriate to the age and ability of the child. Children learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality Design and Technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
For more information regarding our Design and Technology curriculum (including our curriculum map and key procedures), please click on the ‘Useful Documents’ links below.
Similarly, under ‘Useful Links’, you can find more information regarding supplementary resources and other useful websites.