Design Technology

Intent

Appreciate, Participate, Innovate

We teach subject specific vocabulary and terminology that allows children to appreciate the learning and to explore concepts with a sense of wonder. We teach engaging projects that encourage children to actively participate in their learning and design process, concluding in children applying their knowledge and skills in an innovative way to solve design problems to a range of different ways.

Purpose of study

Design and technology is an inspiring, rigorous and practical subject. 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. Pupils 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.

Aims

The national curriculum for design and technology aims to ensure that all pupils:

• 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

• 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.

How is this subject planned?

• National Curriculum is taught in KS1 and KS2

• In the Early Years the Foundation Stage Curriculum is taught.

• Each year group has termly or half termly projects, each with subject knowledge and skills to be taught

• The National Curriculum for Design Technology is taught through subject specific projects. Where appropriate, there is interconnection between design technology and other subjects, for example computing. The purpose of this is to connect new knowledge with existing knowledge. Pupils also need to develop fluency and unconsciously apply their knowledge as skills.

Implementation

The Stanmore Approach

At Stanmore Primary School the design and technology projects are well sequenced to provide a coherent subject scheme that develops children’s designing, planning, making and evaluating skills. This is supported by a clear progression in substantive and disciplinary knowledge. All projects contain focused, practical tasks that allow the children to test new ideas as well as opportunities to use a comprehensive range of equipment and techniques. We use our local area and community and incorporate these into our curriculum. In Y1 the children have the opportunity to explore our grounds and design and make shelters using resources in the natural environment. In KS1, through the topics of Chop, Slice and Mash and Remarkable Recipes, the children begin to learn about food sources in the local area and this is continued through topics in KS2, where the children are able to buy local produce and identify the food miles needed to provide supermarket food. At Stanmore children explore how to design and create a range of mechanisms that can be used for people in the local community, e.g. in the topic of Making it Move in Year 3, children make moving toys for their community. They also explore the use of electrical systems and their impact on the immediate area.

BEST values and Keys for Success

At Stanmore School we recognise that our children need to learn how to take risks to become resourceful, innovative, enterprising and BEST citizens. Design and Technology naturally encourages resilience, persistence and co-operation as they are required to test new ideas, support each other through mistakes and work in groups. They are expected to show respect for the equipment and tools that they use and have confidence and trust in their own and other’s ideas. Within their working groups, children show they belong by demonstrating responsibility for their designated roles to ensure everyone learns effectively. By using their organisation skills the children are able to demonstrate their work and achieve excellence.

Inclusion

We are committed to inclusion and every child is entitled to a design and technology curriculum that may be adapted to their individual needs. Suitable learning challenges appropriate to the diverse needs of all children ensure progression. To overcome learning barriers, a range of scaffolding is provided eg: consistent terminology, displays to support understanding of challenging concepts and practical opportunities to reinforce  knowledge. Therefore all children will be confidently accessing the DT curriculum at their level.

SMSC and British Values

Primary School supports spiritual and cultural development by providing opportunities for children to think, reflect and wonder at different design elements across the world. In DT we cover a range of moral issue including food wastage, recycling and other environmental issues. We promote our British values by exploring how DT can contribute positively to the lives of others and how food sources are an important aspect of lives around the world. In KS2 our children explore their place in history and the world, through our exploration of global architecture and learn to appreciate the ideas and views of those from different cultures and countries.

Oracy

At Stanmore we use Design Technology Knowledge Organisers to teach subject specific vocabulary, this includes Tier 2 and Tier 3 words. Children are encouraged to share their independent thoughts, connecting new knowledge with previous learning.  We use a range of approaches to introduce new vocabulary. This includes repeated practice in different contexts, for example paired and group work and retrieval practice. Children are expected to use to use the vocabulary in their written and spoken language. We encourage children to ask questions, using ‘agree, build challenge’ (ABC) to enable the teacher to build on and extend children’s scientific thinking.

Impact

How is this subject assessed:

• By the end of each key stage, pupils are expected to know, apply and understand the content, skills and processes specified in the relevant programme of study of the National Curriculum.

• Teachers make assessments using the science knowledge organiser and through the innovate challenge. Teachers keep track of any children who are not meeting the year group expectations.

• Assessment of Design Technology is reported to parents in the annual report.

How is this subject monitored

• The subject leader is responsible for monitoring the planning, teaching and assessment of the subject. This is triangulated through book looks, pupil conferencing, learning walks and discussions with teachers

• Governors carry out regular monitoring visits in school and update the Full Governing Body through Governor Visit reports.

Pupil Voice

‘I didn’t know how to sew before now I can do a running stitch.’
- Year 2

“I had never used a saw before. It was exciting but we were taught how to do it safely.”
- Year 3

“I remember we went on a trip to the viaduct and saw how arches are used. They are good for distributing the force.”
- Year 6

Year R

Fine Motor Skills • Use a range of small tools, including scissors, paintbrushes and cutlery.

Expressive Arts and Design Creating with Material • Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. • Share their creations, explaining the process they have used.

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6