Intent
Design and technology is an inspiring, rigorous and practical subject.
Using creativity and imagination, pupils follow recipes, design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.
By acquiring appropriate subject knowledge, skills and understanding as set out in the National Curriculum, our children will develop practical real-life skills, making links with other areas such as mathematics, science, computing and art.
Pupils learn how to take risks, becoming more resourceful, innovative, enterprising and capable.
We feel that Design and Technology at a primary level is essential for instilling confidence and enabling success, regardless of academic ability.
This subject can foster the understanding that failure and the resulting drive to ‘try again’ is key on the road to success both now and in the future."
Implementation
Out D&T overview ensures variety of topic and progression of skills year on year and is taught in half termly lesson sequences, rotating with art topics;
The range of topics covered vary year on year in each of the year groups from Year 1 to 6 and include:
- KS1 - Structures, textiles, mechanisms (including sliders/levers and wheels/axles) and food technology;
- KS2 - Structures, textiles, mechanisms (including cams and pneumatics) electrical systems and food technology with elements of computer aided design and programming for control woven into a number of these units.
All teaching of DT should follow the design, make and evaluate cycle. Each stage should be rooted in technical knowledge;
Teachers can use the resource ‘Projects on a Page’ (DATA) to support in the planning of the new Design and Food Technology overview. Each theme has a planning guidance (not specific projects) and accompanying teacher tips, a glossary, an example of design appropriate to the project, and practical advice on using resources. This resource allows year groups to be flexible in planning a dynamic curriculum, tailored to their topics and children’s bespoke interests;
Individual portfolio of design and food technology work that records pupils journey through school and allows subject leaders to scrutinise the curriculum and work completed (introduced Jan 2019);
Teachers must plan for topics in advance, ensuring they have the correct amount and range of equipment and resources available.
Teachers must risk assess equipment prior to the beginning of each topic, using the CLEAPSS and a personalised school/class risk assessment cover. All adults in the year group must have read the risk assessment and children should have a training/health and safety session prior to using equipment in their projects;
Teachers are to support children in becoming aware that they have completed design and food technology projects throughout the year (starting each project with recap slides), recognising it as a subject in its own right and developing a strong pupil voice with regards the enjoyment of the subject.
Within each new unit of work, prior related knowledge from previous years should be recapped using CONNECT starters. This will help children to retrieve what they have learnt in the earlier sequence of the programme of study, and ensures that new knowledge is taught in the context of previous learning to promote a shift to long term memory.
Teachers are able to choose how sessions are delivered and across what time span e.g. weekly units over a half term or blocked days.
All staff are committed to teaching this subject, ensuring that the key skills can be built upon year on year. Teachers recognise where there is an overlap in subject content and plan their units accordingly e.g. completing an electrical systems DT unit within the science electricity curriculum.
Three S (SSS) – Design and making something, for someone, for some purpose."
Early Years and Foundation Stage
During the EYFS pupils explore and use a variety of media and materials through a combination of child-initiated and adult-directed activities. 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.