Design & Technology

Intent

Design and Technology (D&T) is a practical subject aiming to develop children’s capabilities to design and make products that not only work well, but that also respond to identified needs. D&T shows how products are created for a real context and situation. It develops the skills, knowledge and understanding of our children in the processes of design.

The breadth of our D&T curriculum is designed with three goals in mind:

To provide appropriate experiences to develop as confident, responsible citizens;
To provide a rich ‘cultural capital’;
To provide a coherent, structured, Design Technology curriculum that leads to sustained mastery for all and a greater depth of understanding for those who are capable

DATA states how providing opportunities for pupils to enhance and develop capabilities, design skills and the knowledge to support creativity and final high-quality products is the underlying ethos of design and technology. Using their explicit project planning boards, this will give way to supply both teachers and children with the best building blocks for good practice throughout their learning. Aligning with our local curriculum, we will be able to meet local needs and interests.

Design and Technology

Collaboration	Respect
Working together to explore different leavers and linkages as well as supporting a learning partner when conducting some sewing. Working together – pairs, groups, class, year group. Collaborating to share various equipment – for example cookery equipment when making fruit salads. Links with other subject areas e.g. moving picture books linked to our Literacy sessions when exploring leavers and linkages, looking at old buildings to explore structures relating to History.	Respect for how different architects have mastered the design and creation of different buildings. Respect for the different equipment used to master practical skills. Respect for others throughout the design process.
Aspirations	Positivity
Visits to place to experience design and technology first hand. Knowing that what we do can help to shape the world in the future. Emphasis on technological Vocabulary. Inclusion and equality for all children to access the Design and Technology curriculum. Develop a curiosity about the design and technology.	Everyone has a go – exciting, fun curriculum for all. How the children can positively impact the world around them to shape how things are in the future. Enthusiasm for the designing and making process, and the evaluation of a finished product as a positive.

In Design and Technology we want children to:

Implementation

How Do We Deliver the Design and Technology Curriculum?

Our Design and Technology Curriculum design is based on Chris Quigley Essentials Curriculum. and is underpinned by the curriculum drivers. Our curriculum is a year group specific programme which covers all design and technology areas from Early Years to Key Stage One.

There are four main areas which run through every phase of our school. These are colour coded on the roadmap supporting the children’s use during lessons and at home with their families. They are: Structures, Cooking and Nutrition, Mechanical Systems and Textiles.

This is how our curriculum is organised:

Nursery:

Block 1 – Modelling Opportunities (Find and create using joins)
Block 2 – Cooking Opportunities (Observations of ingredients changing)
Block 3 – Mechanical Opportunities (Mechanical equipment and how things work)
Block 4 – Textiles Opportunities (Investigating different materials and joining techniques)

Reception:

Block 1 – Modelling Opportunities (Strengthening joining techniques)
Block 2 – Cooking Opportunities (Strengthening knowledge of change, specifically with heating and cooling)
Block 3 – Mechanical Opportunities (Mechanical equipment and designing)
Block 4 – Textiles Opportunities (Investigating different materials and joining techniques)

Year 1:

Block 1 – Structures (Houses – Build a house for a squirrel)
Block 2 – Cooking and Nutrition (Gingerbread People – To share with family at a teddy bear’s picnic)
Block 3 – Mechanical Systems (Moving pictures – Superhero Sliders)

Year 2:

Block 1 – Mechanical Systems (Moving vehicles – Cars to take to Nursery)
Block 2 – Cooking and Nutrition (Fruit salads – To keep us healthy)
Block 3 – Textiles (A bedtime outfit for a cuddly toy)

As the children progress into KS2 (Year 3-6), they build on the skills covered in KS1 and develop further aspects of mechanical systems, structures, textiles, food. They also start to apply their learning in science through applying their electricity knowledge to a design project. In working this way the children work and develop their understanding throughout the primary phase.

The ‘threshold concepts’ are what pupils should understand and the skills they should develop. In design and technology, these are returned to again and again across all year groups, they are what develops the designing and making skills. These include:

Master practical skills
Design, make, evaluate and improve
Take inspiration from design throughout history
This returning to the same thing again and again is called interleaving.

The detailed progression can be found in the document below.

Design and Technology Curriculum Pathway and Progression Map

Design and Technoly Photos

Special Educational Needs and Design Technology

How do we ensure all children can access Design Technology lessons?

Although a child may have been identified as having a special educational need, they may not have a special educational need in Design Technology. Effective quality first teaching is the key to enabling all children to participate and develop their design and technological knowledge and skills. Differentiation within lessons is a vital component to ensure that a balance of support and challenge are achieved for all abilities. This is the same in every subject and differentiation is adjusted as expectations of individual pupils rise through progress.

Challenge and support specific to Design Technology may include:

varying the types of equipment used

first hand experiences – e.g. when using specific skills
some pre-teaching as well as using more advanced vocabulary
providing picture clues and definitions for those needing more support
pupil knowledge organisers

Pupils not secure within a lesson sequence are noted and adjustments made to the differentiation or level of support given. Similarly, added challenge is given if pupils are identified as requiring it. This may be noted by the teacher through questioning or the use of written work. Using an interleaving approach means that pupils continually revisit their learning, gradually building a deeper understanding.

Links to Other Subjects

Subject	How Design and Technology may be linked
English	Stories: Often used to give a context for the children, as well as moving picture books in our leavers and linkages topic. Communication: Children learn to communicate their technological language. Vocabulary: Technological vocabulary is taught to the children and this helps them to develop what we call tier three vocabulary. Writing: As children progress through school, they will start to communicate what they have learnt in writing. Some of the content for Design and Technology may be used to stimulate writing in English.
Maths	Measures: Using the knowledge of measures is really important in Design and Technology, enabling children to be able to select the appropriately sized equipment as well as being able to weigh out ingredients for food technology.
Science	Famous Designers: Whilst we do not study a scientist in design and technology, the children may touch on some famous architects such as Norman Foster and how he had to consider certain materials to make his design successful. Learning from design: Our topics on mechanisms are an excellent example of STEM learning.
Geography	Food and nutrition: Making Gingerbread – Market Drayton is known as ‘the home of the Gingerbread’ Structure – We look at some famous architectural designs from around the world.
Art	Van Gogh: The children look at Van Gogh and his painting of Yellow House, the children look at the design and structure of this within the painting.
History	Great Fire of London: The children explore houses and what was wrong with the design and structure of the houses during this time.

Homework and Home Learning

Parents are made aware of the work being studied in Design Technology through the homework packs that are sent home from school. These packs contain what is being covered each week, and clearly outlines the progression of skills in each lesson.

Parents are also directed to the pupil knowledge organisers that contain further information, including key vocabulary should they wish to discuss this at home as a pre-teaching activity, or a follow up activity after the lesson at school.