Our Design Technology Curriculum Intent
Design and Technology is taught as part of a broad and balanced curriculum. Our aim is for all children to enjoy the elements of design technology as part of our fully inclusive ethos of the school and to develop skills and positive attitudes that allow them to have success in a variety of projects. Our aim is for children to think creatively, to be engaged, inspired and challenged. The subject encourages children to become autonomous and creative problem solvers, both as individuals and as part of a team and respond to a design brief with a range of ideas and systems. Children should be able to explore and experiment with a variety of materials and tools, confidently applying them to their work. It enables them to identify needs and opportunities and respond by developing ideas and eventually making products and systems. Children should combine practical skills with other needs such as function and aesthetics, and evaluate their work in a critical manner.
The Early Years Foundation Stage is underpinned by the Characteristics of Effective Learning. They are:
Playing and Exploring/Engagement
- Finding out and exploring
- Playing with what they know
- Being willing to 'have a go'
- Being involved and concentrating
- Keeping trying
- Enjoying achieving what they set out to do
Creating and Thinking Critically/Thinking
- Having their own ideas
- Making links
- Choosing ways to do things
Key Stage 1
The national curriculum for Design Technology aims to ensure that all pupils:
- To provide a Design Technology curriculum which follows the national curriculum and is enhanced through children’s classroom experience.
- For all children to enjoy and participate in individual and collaborative learning.
- To promote a Design Technology curriculum which provides engagement, challenge and support for all children.
- To enable learning experiences which promote independence, co-operation, imagination, curiosity, perseverance, concentration and pride.
- To have a developing awareness, appreciation and understanding of social, moral, spiritual and cultural.
- To enhance learning opportunities through appropriate use of ICT.
- To promote opportunities for children to further develop skills through an extended curriculum.
Our Design Technology Curriculum Implementation
Early Years Foundation Stage
Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes. ELG Technology.
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.
When designing and making, pupils should be taught to:
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
- 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
- explore and evaluate a range of existing products
- evaluate their ideas and products against design criteria
- 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.
Design Technology assessment to inform teachers with their planning, lesson activities and differentiation. Summative assessment is completed at the end of each unit to inform leaders of the improvements or skills that still need to be embedded. Design Technology is monitored throughout all year groups using a variety of strategies such as folder/book scrutinies, lesson observations and pupil interviews.