Design and Technology Overview

The design and technology projects are well sequenced to provide a coherent subject scheme that develops children’s designing, planning, making and evaluating skills.

Each project is based around a design and technology subject focus of structures, mechanisms, cooking and nutrition or textiles. The design and technology curriculum’s electronic systems and IT monitoring and control elements are explicitly taught in our science projects to ensure the links between the subjects are highlighted.

Where possible, meaningful links to other areas of the curriculum have been made. For example, in year 5, the cooking and nutrition project Eat the Seasons is taught alongside the geography project Sow, Grow and Farm.

All the projects follow a structure where children are introduced to key concepts and build up knowledge and skills over time, using a more comprehensive range of equipment and building, cutting, joining, finishing and cooking techniques as they progress through school. All projects contain focused, practical tasks in the Develop stage to help children gain the knowledge and skills needed to complete their Innovate tasks independently.

Throughout Key Stage 2, children build up their knowledge and understanding of the iterative design process. They design, make, test and evaluate their products to match specific design criteria and ensure they fit their purpose. Throughout the projects, children are taught to work hygienically and safely.

Lower Key Stage 2

In the autumn term of Year 3, children continue to learn about food, understanding the concept of a balanced diet and making healthy meals in the project Cook Well, Eatwell. In the spring term project Making it Move, children extend their understanding of mechanisms by exploring cams and using joining and finishing techniques to make automaton toys. In the summer term project Greenhouse, they continue to develop their knowledge of structures, using triangles and braces for strength. They design and build a greenhouse, using their understanding of opacity and transparency and the needs of plants from science learning to inform their design.

In the autumn term of Year 4, children continue to develop their understanding of food in the project Fresh Food, Good Food. They learn about food safety and preservation technologies before designing and making packaging for a healthy snack. During the spring term project Functional and Fancy Fabrics, children continue to explore textiles, learning about the work of William Morris before designing, embellishing and finishing a fabric sample. In the summer term project Tomb Builders, they build on their knowledge of mechanisms, learning about six simple machines and using their knowledge to create a lifting or moving device prototype. They also explore and use electrical systems and IT monitoring and control in the science project Electrical Circuits and Conductors for the first time.

Upper Key Stage 2

In the autumn term of Year 5, children deepen their understanding of mechanisms by studying pneumatic systems in the project Moving Mechanisms. They learn about the forces at play and create a prototype for a functional, pneumatic machine. In the spring term project Eat the Seasons, children continue to explore food and nutrition, learning about seasonal foods and the benefits of eating seasonally. In the summer term, they learn more about structures in the project Architecture, studying the history of architecture and developing new ways to create structural strength and stability. They use computer-aided design and consolidate their making skills to produce scale models. They also explore the electrical conductivity of materials before making products incorporating circuits in the science project Properties and Changes of Materials.

In the autumn term of Year 6, children learn about processed and whole foods in the project Food for Life, creating healthy menus from unprocessed foods. In the spring term project Engineer, children consolidate their knowledge of structures, joining and strengthening techniques and electrical systems by completing a bridge-building challenge. In the summer term project Make Do and Mend, they extend their knowledge of textiles by learning new stitches to join fabrics and using pattern pieces to create a range of products.

Throughout the design and technology scheme, there is complete coverage of all national curriculum programmes of study. The curriculum design interrogates the sequencing of curriculum aspects and concepts, vocabulary and connectivity of the design and technology scheme with other curriculum subjects.

 

Statement of intent

At Wenlock C of E Academy, we intend to build a Design Technology curriculum which is inspiring, rigorous, and practical. We want our children to use 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.

We intend for all children to acquire appropriate subject knowledge, skills and understanding as set out in the National Curriculum. It is our aim to create strong cross curricular links with other subjects, such as Mathematics, Science, Computing, and Art. We want Design and Technology to prepare our children, to give them the opportunities, responsibilities, and experiences they need to be successful in later life.

The school is committed to nurturing pupils’ curiosity and creativity, as well as preparing them for living in a modern world where technology is rapidly changing and advancing.

In teaching D&T, we aim to help pupils:

• Develop their design and making skills.

• Develop their knowledge and understanding of design and technologies.

• Use a wide range of tools and materials.

•Learn about working safely and protective measures.

•Work individually and collaborate with other pupils in a variety of contexts.

• Develop the capability to create products of a high standard through skills and understanding.

•Evaluate products, made by themselves, their peer groups and companies.

• Explore the man-made world and encourage discussion of how we live and work within it.

•Develop an interest in and understanding of technological processes and the role of manufacturing in society.

•Learn the principles of nutrition, healthy eating and how to cook.

 

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 and electrical systems) using Maestro.

• Well planned and resourced projects providing children with a hands-on and enriching experience

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

. • Each project from Year 3 to Year 6 addressing the principles of designing, making, and evaluating and incorporating relevant technical knowledge and understanding in relevant contexts.

• Pupils being introduced to specific designers, chefs, nutritionists, etc. helping to engender an appreciation of human creativity and achievement and increase the cultural capital from which they can draw in the future.

They have the opportunities to learn to:

• Use different media and materials to express their own ideas.

• Use what they have learnt about media and materials in original ways, thinking about form, function and purpose.

 • Make plans and construct with a purpose in mind using a variety of resources.

 • Develop skills to use simple tools and techniques appropriately, effectively and safely.

 • Select appropriate resources for a product and adapt their work where necessary.

 • Cook and prepare food adhering to good health and hygiene routines.

 

Impact

Children will have clear enjoyment and confidence in Design and Technology that they will then apply to other areas of the curriculum. Through carefully planned and implemented learning activities the pupils develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.

They gain a firm foundation of knowledge and skills to see them equipped to take on further learning in High School. Pupil’s skills and knowledge are assessed ongoingly by the class teacher, throughout lessons and a summative assessment is completed termly. This informs the Design and Technology coordinator of any further areas for curriculum development, pupil support and/or training requirements for staff.