Design Technology

Design Technology Curriculum Statement

What Design & Technology look like in Goodrich CE (VC) Primary School

At Goodrich Church of England Primary School, we work as a school community to share knowledge, skills and understanding required now and for the future to help each individual achieve their potential.

CURRICULUM INTENT

Curriculum Intent

Design and Technology is an inspiring, rigorous and practical subject. It encourages children to learn, to think and to intervene creatively to solve problems both as individuals and as members of a team.

Using creativity and imagination, children 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.

Children 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.

What Design & Technology looks like in our school:

Our high-quality scheme of work encourages children to look at, evaluate and adapt existing products and systems, working creatively to design their own that solve real and relevant problems within a variety of contexts (for example home, school, leisure, culture, enterprise, industry and the wider environment). Children are introduced to great inventors and designers from around the world who inspire and encourage the children to become innovators and risk-takers. The delivery of our Design and Technology curriculum, along with our whole school values of Achieve, Believe, Care enable our children to develop their skills, understanding and ability. Above all, we want our children to enjoy their Design and Technology lessons and embrace the opportunities they are presented with, without fear of failure or judgement from others.

This is our philosophy:

At Goodrich CE (VC) Primary School we believe Design and Technology should be fully inclusive to every child. Our progressive scheme of work develops children’s skills and knowledge in design, structures, mechanisms, electrical control and a range of materials, including food. We aim to, whenever possible, make cross-curricular links to Maths, English and Science and other compulsory subjects on the curriculum, in a fun manner, putting these subjects into context, making them easier to digest and more understandable.

This is the knowledge and understanding gained at each stage.

By the end of EYFS children will:

represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and materials in original ways, thinking about uses and purposes.

By the end of Key Stage 1 children will:

design purposeful, functional, appealing products for themselves and other users based on design criteria.

select from and use a range of tools, equipment and materials to perform practical tasks.
explore and evaluate a range of existing products and their own designs.
develop their technical knowledge - build structures, exploring how they can be made stronger, stiffer and more stable explore and use mechanisms in their products.
use the basic principles of a healthy and varied diet to prepare dishes and understand where food comes from.

By the end of KS2 children will:

use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose

generate, develop, model and communicate their ideas

select from and use a wider range of tools, equipment, materials and components to perform practical tasks
investigate and analyse a range of existing products
evaluate existing products and their own designs and understand how key events and individuals in design and technology have helped shape the world
build on their existing technical knowledge including applying their understanding of how to strengthen, stiffen and reinforce more complex structures using mechanical systems and electrical systems and applying 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 dishes understand seasonality and know where and how a variety of ingredients are grown, reared, caught and processed.

CURRICULUM IMPLEMENTATION

Curriculum Implementation

National Curriculum Compliance document – to demonstrate that statutory requirements are met.
Building Block Coverage – to plot where building blocks are taught throughout the curriculum.
Long Term overview – to identify themes used to explore the building blocks
Vocabulary document – words required to be taught in each milestone or class
Theme webs – which summarise the key knowledge and skills to be acquired in each theme taught
Design and Technology Progression document – skills and knowledge to be taught in each building block by milestone or class.

This is how it works:

We use the Chris Quigley Design and Technology scheme enabling teachers to develop their knowledge, understanding and skills when teaching Design and Technology.
Class teachers have organised their own curriculum for this subject using the topic/themed Chris Quigley units to create long-term curriculum maps across a 2-year rolling program.
Design and Technology units are taught discretely, but meaningful cross curricular links are made across subjects when and wherever possible.
Prior knowledge links to new learning deepens children’s knowledge, understanding and skills and promotes a broad and balanced curriculum.
A progression document is used to ensure that previous knowledge and skills are built on.
By the time the children leave Year 6, they will have explored and discussed a range of different designers and their work, focusing on the techniques used or the features designers incorporated in their inventions or products.
The children will then have a chance to recreate and reimagine these into their own designs.
All children will be given a chance to work on a range of different collaborative design projects and have their work showcased across the school and in the local community.

Small group/1:1 adult support given where required.
We use teacher and self-assessment to quickly identify any child who requires additional support developing specific skills and techniques.
These children will then receive additional support or resources to use in order for them to successfully meet the learning objective.
Design and Technology events relevant to specific topics may be used to immerse children in the design experience.

This is what the adults do:

Plan inspiring, progressive lessons which work on developing or acquiring design skills and techniques.
Create a positive learning environment where children feel comfortable discussing and sharing their own and others work and suggesting positive feedback and ways to improve.
Regularly monitor class books, listen to pupil feedback and audit planning.
Raise the profile of Design Technology within the school, using displays, design and technology events and running extra-curricular design and technology clubs.

This is how we support the children:

Work might be scaffolded so that all children are able to meet the learning objective in activities suitable to their own individual needs.
Offering a range of equipment and resources so that all children can make progress during a lesson, e.g. use of templates or guides, different tools etc.
Small group/1:1 adult support given where required.
We use teacher and self-assessment to quickly identify any child who requires additional support developing specific skills and techniques. These children will then receive additional support or resources to use in order for them to successfully meet the learning objective.

This how we support staff:

Identification of CPD needed.
Curriculum Groups – share information, updates and expertise throughout the school.
Use of staff meetings.
Small sessions and immediate support as and when required.
Use of D+D to overcome any technical issues and identify more effective software/school processes.

This is how we challenge children:

Additional activities stretch the learning within the lesson and further develop certain skills or techniques.

This is how we ensure all children can access the curriculum:

Children who have SEN or EAL needs are introduced to specific subject relevant language prior to the lesson.
Seating children alongside good role models to support one another or working in groups to enable children to discuss their design choices.
By providing equipment and resources relevant to each individual child, e.g. templates, relevant vocabulary necessary for writing up design choices, writing frames.

What is Cultural Capital?

The National Curriculum defines cultural capital as: ‘the essential knowledge that children need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement’. This powerful knowledge can be split into two categories: powerful subject knowledge and powerful personal knowledge.

Powerful Subject Knowledge in Design and Technology:

To allow them to draw on disciplines such as mathematics, science, engineering, comuting and art.
To learn how to take risks, become resourceful, innovative, enterprising and capable citizens.
Through the evaluation of past and present design and technology, to develop critical understanding and impact on daily life and the wider world.

Powerful Personal Knowledge in Design and Technology:

Enrichments activities and events to further allow children to be creative, imaginative and to design products that solve real-life problems within a variety of contexts. Thus, giving opportunities for the children to contribute creativity, wealth and well-being in society.
Cross curricular experiences to further embed skills and techniques learned.

CURRICULUM IMPACT

Curriculum Impact

The impact of children’s progress and their ability to know more and remember more will be visible through a range of methods. These may include end of unit assessments or quizzes, hot and cold tasks, spoken responses, progress over time in children’ books, extended writing or even an end of unit project.

This is what you might typically see:

Structured lessons.
Happy and engaged learners.
Children posing questions about designs that they wish to research.
A range of different activities including practical lessons, research lessons, showcase of inventions and evaluations of designs.
Children able to self-reflect on their designs and the making process, finding both areas of success and evaluating areas of possible improvement.
Displays around the school and showcases of children’s designs.
Confident children who are willing to persevere with skills and techniques they are developing.

This is how we know how well our children are doing:

The assessment milestones have been broken down for each year group, ensuring the skills in Design Technology are progressive and build year on year.
Summative assessment informs the subject leader of progress or skills and knowledge still to be embedded.
A comprehensive monitoring cycle is developed at the beginning of each academic year. This identifies when monitoring is undertaken. Monitoring in Design and Technology includes class book scrutiny, lesson observations and/or learning walks, and pupil/staff/parent voice interviews conducted by the Design and Technology Subject lead.

This is the impact of the teaching:

We have identified substantive and disciplinary knowledge which is fundamental to the children’s development and understanding as technicians. They accumulate this as they move through our school which then gives them a firm foundation to build on when they move on to KS3 and beyond.

Data is used to inform and further develop the Design Technology Curriculum and its impact on pupil attainment and progression
Marking and feedback by teacher and peers.
Monitoring of progress.
Photographic evidence included in children’s Design and Technology books.
Displays of work in classes.
Class book scrutiny, pupil voice and planning audits.
Targeting both Teacher and Learning Assistant support during lessons to ensure progress of all children.

Design Technology Progression Document

BIG IDEAS

BUILDING

BLOCKS

EYFS

MILESTONE 1

MILESTONE 2

MASTER PRACTICAL SKILLS

Characteristics of Effective Learning

Show curiosity about objects, events and people.
Question why things happen.
Engage in open-ended activity.
Think of ideas.
Find ways to solve problems / find new ways to do things / test their ideas.
Use senses to explore the world around them
Create simple representations of events, people and objects.
Planning, making decisions about how to approach a task, solve a problem and reach a goal.
Checking how well their activities are going.
Changing strategy as needed.
Reviewing how well the approach worked.

Early Learning Goals

Choose the resources they need for their chosen activities.
Handle equipment and tools effectively.
Children know the importance for good health of a healthy diet.
They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Children use what they have learnt about media and materials in original ways, thinking about uses and purposes.
They represent their own ideas, thoughts and feelings through design and technology.

KS1 - use the basic principles of a healthy and varied diet to prepare dishes understand where food comes from.

KS2 - 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.

Cut, peel or grate ingredients safely and hygienically.
Measure or weigh using measuring cups or electronic scales.
Assemble or cook ingredients.

Prepare ingredients hygienically using appropriate utensils.
Measure ingredients to the nearest gram accurately.
Follow a recipe.
Assemble or cook ingredients (controlling the temperature of the oven or hob if cooking).

Understand the importance of correct storage and handling of ingredients (using knowledge of micro- organisms).
Measure accurately and calculate ratios of ingredients to scale up or down from a recipe.
Demonstrate a range of baking and cooking techniques.
Create and refine recipes, including ingredients, methods, cooking times and temperatures.

Cut materials safely using tools provided.
Measure and mark out to the nearest centimetre.
Demonstrate a range of cutting and shaping techniques (such as tearing, cutting, folding and curling).
Demonstrate a range of joining techniques (such as gluing, hinges or combining materials to strengthen).

Cut materials accurately and safely by selecting appropriate tools.
Measure and mark out to the nearest millimetre.
Apply appropriate cutting and shaping techniques that include cuts within the perimeter of the material (such as slots or cut outs).
Select appropriate joining techniques.

Cut materials with precision and refine the finish with appropriate tools (such as sanding wood after cutting or a more precise scissor cut after roughly cutting out a shape).
Show an understanding of the qualities of materials to choose appropriate tools to cut and shape (such as the nature of fabric may require sharper scissors than would be used to cut paper).

Shape textiles using templates.
Join textiles using running stitch.
Colour and decorate textiles using a number of techniques (such as dyeing, adding sequins or printing).

Understand the need for a seam allowance.
Join textiles with appropriate stitching.
Select the most appropriate techniques to decorate textiles.

Create objects (such as a cushion) that employ a seam allowance.
Join textiles with a combination of stitching techniques (such as back stitch for seams and running stitch to attach decoration).
Use the qualities of materials to create suitable visual and tactile effects in the decoration of textiles (such as a soft decoration for comfort on a cushion).

Diagnose faults in battery operated devices (such as low battery, water damage or battery terminal damage).

Create series and parallel circuits.

Create circuits using electronics kits that employ a number of components (such as LEDs, resistors, transistors and chips).

Model designs using software.

Control and monitor models using software designed for this purpose.

Write code to control and monitor models or products.

Use materials to practise drilling, screwing, gluing and nailing materials to make and strengthen products.

Choose suitable techniques to construct products or to repair items.
Strengthen materials using suitable techniques.

Develop a range of practical skills to create products (such as cutting, drilling and screwing, nailing, gluing, filing and sanding).

Create products using levers, wheels and winding mechanisms.

Use scientific knowledge of the transference of forces to choose appropriate mechanisms for a product (such as levers, winding mechanisms, pulleys and gears).

Convert rotary motion to linear using cams.
Use innovative combinations of electronics (or computing) and mechanics in product designs.

DESIGN, MAKE, EVALUATE & IMPROVE

Year 1 - I can give my opinions on a product.

Year 2 - I can say what I like and dislike about the product and the designer.

Year 3 - I can talk about some of the tools, techniques used by the designer.

Year 4 - I can explain why a product is appealing

Year 5 - I can give reasons for the decisions made by the designer.

Year 6 – I can start to think of new products and
innovate my own ideas.

KS1 - 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.

KS2 - 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.

Objectives:

Design products that have a clear purpose and an intended user.

Make products, refining the design as work progresses.
Use software to design.

Year 1 - can think of ideas and with help can put
them into practice.

I know what a design is.

I can use pictures and words to describe what I want to do.

Year 2 - can think of ideas and with help can put them into practice.

I know what a design is and its purpose.

I can use pictures and words to describe what I want to do (materials, techniques, features, mechanics and tools).

Objectives:

Design with purpose by identifying opportunities to design.
Make products by working efficiently.
Refining work and techniques as work progresses, continually evaluating the product design.
Use software to design and represent product design.

Year 3 - I can think of ideas and plan what to do next, based on what I know about materials and components.

I can select tools, techniques and
materials.

I can explain my choices giving reasons.

Year 4 - I can think of ideas and plan what to do next, based on what I know about materials and components.

I can select the appropriate tools, techniques and materials explaining my choices.

I can communicate my ideas using labelled
sketches giving reasons for my choices.

I can produce step by step plans.

Objectives:

Design with the user in mind, motivated by the service a product will offer.
Make products through stages of prototypes, making continual refinements.
Ensure products have a high quality finish, using art skills where appropriate.
Use porotypes. Cross-sectional diagrams and computer aided designs to represent designs.

Year 5 - can use my knowledge of design, designers and further research to help.
influence my own design.

I can create models to show aspects of my design.

Year 6 - I can use my knowledge of design, designers and further research to help influence my own design.

I can create models or prototypes to show aspects of my design.

I can produce step by step plans.

I can use computer aided design.

I can come up with solutions to problems as they happen.

MAKE: 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.

Technical knowledge: 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.

MAKE: 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 .

Technical knowledge:
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.

KS1 - evaluate their ideas and products against design criteria.

KS2 - evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

Objectives:

Make products, refining the design as work progresses.

Year 1 - I can talk about my own work (features, design, opinion). I describe how my product works

Year 2 - I talk about my own and others’ work (features, design, opinion). I can explain why I chose certain materials, techniques and tools. I describe how my product works

Objectives:

Refine work and techniques as work progresses, continually evaluating the product design.

Year 3 - talk about my own and others’ work (features, design, opinion).

I can explain why I chose certain materials, techniques and tools.

I can say what I would do to improve my product.

Year 4 - II can identify what is working well and what can be improved (this is during the make as well as at the end).

Objectives:

Make objects through stages of prototypes, making continual refinements.
Ensure products have a high quality finish, using art skills where appropriate.

Year 5 - can reflect on my designs and develop them bearing in mind the way they will be used (during the process).

Year 6 - I can reflect on my designs and adapt them based on testing and a prototype.

TO TAKE INSPIRATION FROM DESIGNS THROUGHOUT HISTORY

KS1 - Explore and evaluate a range of existing products.

KS2 - Understand how key events and individuals in design and technology have helped shape the world.

Objectives:

Explore objects and designs to identify likes and dislikes of the design.

Year 1 - I know what a designer does.

Year 2 – I know the names and products of some British designers.

Objectives:

Identify some of the great designers in all the areas of study to generate ideas for design.

Year 3 - know some designers from history.

Year 4 - I know some international designers.

Objectives:

Combine elements of design from a range of inspirational designers throughout history, giving reasons for choices.

Year 5 - I can compare and contrast the work of
different designers.

Year 6 - know how key events and individuals have influenced the world (in terms of products).

KS1 - Explore and evaluate a range of existing products.

KS2 - Investigate and analyse a range of existing products

Objectives:

Suggest Improvements to existing design.
Explore how products have been created.

Year 1 – I know what a product is. I can say what a product is for. I can describe a product (who is it for,
what is made from, how is it made, how it works).

Year 2 – I know the features of familiar products. I can give reasons for some features
(colour, choice, material used and joining technique).

Objectives:

Improve upon existing designs, giving reasons for choice.
Disassemble products to understand how they work.

Year 3 - I can start to research and evaluate existing products. I understand that products are designed
for a purpose (e.g. a problem, an audience, an event.

Year 4 - I can research and evaluate existing products to inform me in my own planning. I understand that products are designed for a purpose (e.g. a problem, an audience, an event).

Objectives:

Create innovative designs that improve upon existing products.
Evaluate the design of products so as to suggest improvements to the user experience.

Year 5 - can research and evaluate existing products giving reasons for the decisions of the designers (materials, design, tools, techniques). I can use the ideas from current designers to help me with my own.

Year 6 - can research and evaluate existing products giving reasons for the decisions of the designers (materials, design, tools, techniques). I can adapt the ideas from current designers to help me with my own.

Design Technology Sticky Knowledge

Milestone	Master Skills Mastering practical skills Technical knowledge	Design, Make, Evaluate and Improve Evaluating Existing and Their Own Products Design and Making	Take Inspiration From Designs Throughout History
EYFS	They can find new ways to do things and test their ideas in order to solve a problem	They can use their senses to explore the world around them through the engagement of open-ended activities. They can plan and decide how to approach a task, solve problems and reach a finished goal. They can check how well the task is going and make changes if it is needed.	They can show curiosity about objects, events and people and can ask/answer questions about why things happen.
1	Through practical application, they can use a range of tools/equipment, materials and components according to their characteristics in food, materials, textiles, electrics and electronics, computing, construction, mechanics.	They can describe a product. They can give reasons for some of its features. They can think of an idea and put it into practice with some help. They can talk about and describe features of their product.	They can explain what a designer does and give an opinion about a product.
2	Through practical application and exploration, they can use a range of tools/equipment, materials and components according to their characteristics in food, materials, textiles, electrics and electronics, computing, construction, mechanics.	They can explain about a product and given reasons for its purpose. They can think of an idea and plan what to do using their knowledge of materials and components. They can identify what is working well in their design and what needs to be improved so that the product can be used as intended.	They can recall some designers, and can they explain why a product is appealing to its consumer.
3	Through practical application and exploration, they can use a range of tools/equipment, materials and components according to their functional properties and aesthetic qualities in food, materials, textiles, electrics and electronics, computing, construction, mechanics.	They can explain about a product giving reasons for decisions made by the designer from research and the evaluation of existing products. They can think of an idea and plan what to do using their knowledge of designs, designers and further research which influences their own design. They can reflect on their design and make adaptions so that the product can be used as intended.	They can recall some designers and explain how decisions are the about the products they make.