Design and Technology

 
Curriculum statement for the teaching and learning of Design and Technology 

Intent
At Church Walk C.E. Primary School design and technology provision aims to teach our children to engage in an ever changing world where work and leisure activities are being innovated by technology. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. It is our intention to ensure the progressive development of knowledge and skills throughout school with pupils becoming resourceful, innovative and capable citizens through evaluation of past and present design and technology. We also aim to develop a critical understanding of the impact of an increasingly technological world using the language of design and technology. Pupils will follow the design, make and evaluate process while applying their knowledge of technical understanding to make the correct choices about materials and tools to use.
As part of the design and technology curriculum, pupils will also work with food. Children will be taught how to cook and prepare food and to apply the principles of nutrition and healthy eating. Underpinned by:-
 The teaching of skills
Pupils will be taught to design, make and evaluate products fit for purpose.
The application of skills
Pupils are given regular opportunities to apply the skills that they have been taught to support their learning in our other curriculum subjects. After School Clubs for Springfield children e.g. Lego League encourage the more independent application of DT skills along with communication and team work.
Vocabulary
Key vocabulary is shared with children at the beginning of topics on knowledge organisers, displays and children are encouraged to use it throughout their DT work.
Pupils will understand and use appropriate topic vocabulary, including that associated with design, e.g. sketches, diagrams, prototypes and evaluations
 

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  Implementation
• Curriculum Approach
  Pupils engage with regular lessons of design and technology linked to their termly topic focused on knowledge and skills stated in the National Curriculum. Each unit of work typically works towards an end product to demonstrate the progress made within the unit. Pupils are supported and stretched through the topics which build upon previously learned knowledge and skills. Pupils working at greater depth are able to broaden their knowledge and skills within these units. Skills established in design and technology lessons are used throughout the curriculum to support and enhance the learning.
  External Stimuli
  Pupils are taught using relevant links to the world around us and the technologies which the skills within the unit can be applied to.
  The children have visited local museums, food establishments and had visitors into school to share learning and have hands on experiences. Wherever possible, first hand experiences will be  drawn upon.
  We will be looking to involve more people from our local community in D & T in future e.g. STEM representatives
  SMSC
  Pupils are encouraged to think creatively and think innovatively which in turn breeds self-confidence and belief in their own abilities.
  During the planning and designing stage, we encourage pupils to think about their choice of materials and their sustainability and the impact on the environment.
  There is an emphasis on collaboration and taking responsibility for accepting each other’s unique behaviour. We also encourage conversations about self and peer evaluation to improve students learning outcomes.
  D & T often originates from an idea or artefact and to develop a wider cultural awareness we explore our past heritage as well as investigate and use as our stimulus foods, textiles, pottery and sculptures from different cultures and periods of time.
  Sharing work
  Pupils design and evaluation work is recorded in an Art /DT book  which follows them through school. In their books  they will also have evidence of their end products as well as evaluations. Photos and examples of work are often  printed to create displays to show the process of the work as the unit develops. Design and technology work is shown in assemblies alongside other curricular subjects.
  Local Context
  Our school has close links with the  Dock Museum – our local museum – where pupils can study artefacts linked to their topics. We use the area around us to inspire DT projects such as the creation of bird feeders to help support the local environment.
  Resources
  Pupils are fortunate to benefit from a selection of hardware including a well-resourced cooking  area. Some DT resources are shared and stored in the Teacher Resource Room or on the DT trolley in the cellar and teachers order topic-specific consumables for DT.
    Thoughtful Questioning
  Questions woven through the planning for the units of work allow pupils to think deeply and logically about their work at hand. Pupils working towards the learning expectation are supported through careful questioning and peer support.
  Wider Opportunities
  In Springfield class, children are often given the opportunity to take part in an After School club, based on a local Lego League to design and programme a robot.
   

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  Impact
  By the end of the key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the subject of computing programme of study.
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   PUPIL VOICE
  Talking to pupils throughout the year groups show pupils enjoy the units of work. They take pride in problem solving to ensure their product meets their pre-determined success criteria. Pupil Voice questionnaires and discussions with pupils highlights the appeal of this subject area and is often cited as memories at Leavers Assemblies.
  When asked, pupils can explain how they made their product and how they solved any problems. Pupils can evaluate their product against their success criteria with age-appropriate vocabulary.
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  EVIDENCE IN KNOWLEDGE
  Pupils understand where their knowledge fits into the outside world and why it is important to learn about design technologies.
  Pupils are able to articulate themselves using acquired vocabulary from the design and technology unit modules.
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   EVIDENCE IN SKILLS
  Pupils are able to apply their skills to solve new problems and explain how and why they solved them. Pupils are confident at explaining their work to people and their work is at an expected or greater standard.
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  BREADTH and DEPTH
  Pupils have developed their ideas beyond the expected example for the end of unit product. Pupils are confident in explaining their thoughts and feelings about their work and are reflective about their working process.
   
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Schemes of Work
Reception 
Year 1 and 2 A
Year 1 and 2 B

Year 3 and 4 A

Year 3 and 4 B
Year 5 and 6 A
Year 5 and 6 B



 
Newlands made some Viking long boats

 
Springfield made some periscopes when they were learning about World War 2