Design and Technology Curriculum Information
Design and Technology Progression Plan
At Icklesham Church of England Primary School and Nursery we aim to inspire pupils to be innovative and creative thinkers who have an appreciation for the product design cycle. We want pupils to develop the confidence to take risks, through drafting design concepts, modelling, and testing and to be reflective learners who evaluate their work and the work of others. We carefully plan for the National Curriculum for Design Technology to fit into our Curious Curriculum so that pupils build an awareness of the impact of design and technology on our lives and encourage pupils to become resourceful, enterprising citizens who will have the skills to contribute to future design advancements. This planning provides a clear skills progression taking pupils through the design, make and evaluate process as well as teaching the technical knowledge for each area of Design and Technology
We teach our Early Years children through a play based curriculum in which they can explore and learn about design and technology. Opportunities for developing their design skills are available through continuous and enhanced provision.
Our school uses the following to ensure good teaching and learning of Design Technology:
- In the EYFS Design Technology is developed through purposeful play based experiences. Children are provided with open-ended opportunities to extend their Expressive Arts and Design experiences through role-play and learning zone opportunities within the learning environments. Pupils have continuous access to the creation station where they can draw, paint, make pictures and models. Observations and photos of children’s experiences support learning within the EYFS Framework.
- Use of a carefully planned curriculum of work for years 1 to 6 which outlines the three main stages of the design process: design, make and evaluate. Each stage of the design process is underpinned by technical knowledge which encompasses the contextual, historical, and technical understanding required for each strand. Cooking and nutrition* has a separate section, with a focus on specific principles, skills and techniques in food, including where food comes from, diet and seasonality. Design Technology is taught once a week for an hour and is taught explicitly for three out of the six terms of the year..
- Design Technology allows pupils to respond to design briefs and scenarios that require consideration of the needs of others, developing their skills in six key areas: Mechanisms, Structures, Textiles, Cooking and nutrition (Food), Electrical systems (KS2) and Digital world (KS2). Each of the key areas follow the design process (design, make and evaluate) and has a particular theme and focus from the technical knowledge or cooking and nutrition section of the curriculum. Key areas revisited again and again with increasing complexity, allowing pupils to revisit and build on their previous learning.
- Pupils are given opportunities to learn in a variety of ways such as independent tasks, paired and group work including practical hands-on, computer-based and inventive tasks. This variety means that lessons are engaging and appeal to those with a variety of learning styles.
- Lessons are differentiated to support all pupils to achieve and succeed and ensure that all pupils can access and enjoy lessons as well as opportunities to stretch pupils’ learning.
- Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary.
The Design Technology curriculum is designed in such a way that children are involved in the evaluation, dialogue and decision making about the quality of their outcomes and the improvements they need to make. By taking part in regular discussions and decision-making processes children will learn to self-evaluate and reflect on their learning.
The impact of the Design and Technology curriculum can monitored through both formative and summative assessment opportunities. The information gathered about the cohort is then passed on to the next teacher so they are aware of where the pupils are in their design technology learning.
The expected impact of our Design and Technology scheme of work is that children will:
- Understand the functional and aesthetic properties of a range of materials and resources.
- Understand how to use and combine tools to carry out different processes for shaping, decorating, and manufacturing products.
- Build and apply a repertoire of skills, knowledge and understanding to produce high quality, innovative outcomes, including models, prototypes, CAD, and products to fulfil the needs of users, clients, and scenarios.
- Understand and apply the principles of healthy eating, diets, and recipes, including key processes, food groups and cooking equipment.
- Have an appreciation for key individuals, inventions, and events in history and of today that impact our world.
- Recognise where our decisions can impact the wider world in terms of community, social and environmental issues.
- Self-evaluate and reflect on learning at different stages and identify areas to improve.
- Meet the end of key stage expectations outlined in the National curriculum for Design and technology.
- Meet the end of key stage expectations outlined in the National curriculum for Computing.