Design and Technology Curriculum

Intent

At our school we wish children to master Design and Technology so they can go on to have careers within Design and Technology and make use of design and technology effectively in their everyday lives. Our children will be taught Design and Technology in a way that ensures progression of skills, and follows a sequence to build on previous learning. Our children will gain experience and skills of a wide range of formal elements of design and concepts of technology in a way that will enhance their learning opportunities, enabling them to use design and technology across a range of subjects to be creative and solve problems, ensuring they make progress.

Implementation

Design and Technology is a crucial part of school life and learning and it is for this reason that as a school we are dedicated to the teaching and delivery of a high-quality Design and Technology curriculum. This is implemented through:

A well thought out, whole school, yearly overview of the DT curriculum which allows for progression across year groups in all areas of DT (textiles, mechanisms, structures, food, electrical systems, mechanical systems and the digital world).
Well-planned and resourced projects that are investigative, evaluative and follow the design, make and evaluate cycle.
A range of skills being taught ensuring that children are aware of health and safety issues related to the tasks undertaken.
All classes will have a scheduled Design and Technology lessons every week, every other half term.
Opportunities for children to visit DT departments in local secondary schools are planned for.
Each project from Year 1 to Year 6 addressing the principles of designing, making, and evaluating and incorporating relevant technical knowledge and understanding in relevant contexts.
We aim to, wherever possible, link work to other disciplines such as mathematics, science, engineering, computing and art.

Impact

Children will have clear enjoyment and confidence in design and technology and will apply this to other areas of the curriculum.

In addition, we measure the impact of our curriculum through the following methods:

Assessing children’s understanding of skills after the unit is taught.
Images and videos of the children’s practical learning.
Interviewing the pupils about their learning (pupil voice).
Annual reporting of standards across the curriculum (at the end of the academic year).
Marking of project and written work in books.
Learning walks.

Children will ultimately know more, remember more and understand more about

Design Technology, demonstrating this knowledge when using tools or skills. As

designers, children will develop skills and attributes they can use beyond school and

into adulthood.

At Boarshaw Community Primary school, we aim to embed all skills and allow children to become innovators of the future. Further information about the teaching of design and technology across our school can be found in our subject policy.

Here is our school's Long Term Plan for DT.

Here are list websites which pupils and parents might like to visit.

National Curriculum Objectives

Key Stage 1

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.
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.
Explore and evaluate a range of existing products.
Evaluate their ideas and products against design criteria.
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

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.
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 helped shape the world.
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.
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.

Intent

Implementation

Design and Technology is a crucial part of school life and learning and it is for this reason that as a school we are dedicated to the teaching and delivery of a high-quality Design and Technology curriculum. This is implemented through:

A well thought out, whole school, yearly overview of the DT curriculum which allows for progression across year groups in all areas of DT (textiles, mechanisms, structures, food, electrical systems, mechanical systems and the digital world).

Well-planned and resourced projects that are investigative, evaluative and follow the design, make and evaluate cycle.

A range of skills being taught ensuring that children are aware of health and safety issues related to the tasks undertaken.

All classes will have a scheduled Design and Technology lessons every week, every other half term.

Opportunities for children to visit DT departments in local secondary schools are planned for.

Each project from Year 1 to Year 6 addressing the principles of designing, making, and evaluating and incorporating relevant technical knowledge and understanding in relevant contexts.

We aim to, wherever possible, link work to other disciplines such as mathematics, science, engineering, computing and art.

Impact

Children will have clear enjoyment and confidence in design and technology and will apply this to other areas of the curriculum.

In addition, we measure the impact of our curriculum through the following methods:

Assessing children’s understanding of skills after the unit is taught.

Images and videos of the children’s practical learning.

Interviewing the pupils about their learning (pupil voice).

Annual reporting of standards across the curriculum (at the end of the academic year).

Marking of project and written work in books.

Learning walks.

Children will ultimately know more, remember more and understand more about

Design Technology, demonstrating this knowledge when using tools or skills. As

designers, children will develop skills and attributes they can use beyond school and

into adulthood.

At Boarshaw Community Primary school, we aim to embed all skills and allow children to become innovators of the future. Further information about the teaching of design and technology across our school can be found in our subject policy.

Here is our school's Long Term Plan for DT.

Here are list websites which pupils and parents might like to visit.

National Curriculum Objectives

Key Stage 1

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.

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.

Explore and evaluate a range of existing products.

Evaluate their ideas and products against design criteria.

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

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.

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 helped shape the world.

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.

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.

Curriculum

Twitter

Latest News

RSE Curriculum

Halloween Competition!

Happy Half Term!