Design and Technology
At St Michael’s Primary School we intend to build a Design Technology curriculum which develops learning and results in the acquisition of knowledge and skills. Children will know more, remember more and understand more. We intend to design a design technology curriculum with appropriate subject knowledge, skills and understanding as set out in the National Curriculum Design Technology Programmes of study, to fulfil the duties of the NC whereby schools must provide a balanced and broadly-based curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils and prepares them for the opportunities and responsibilities and experiences for later life.
Implementation (Organisation across the school including EYFS)
Clear and comprehensive scheme of work in line with the National Curriculum. The Design Technology National Curriculum and EYFS is planned for and covered in full within the EYFS, KS1 and KS2 school curriculum. Whilst the EYFS and National Curriculum forms the foundation of our curriculum, we make sure that children learn additional skills, knowledge and understanding and enhance our curriculum as and when necessary.
· Delivery of design and technology projects with a clear structure. Each year group will undertake a construction topic, a textile topic and a food/drink topic.
· Delivery showing clear following of the design process where each project will follow: research, design, make and evaluate.
· A range of skills will be taught ensuring that children are aware of health and safety issues related to the tasks undertaken.
· Clear and appropriate cross curricular links to underpin learning in multi areas across the curriculum giving the children opportunities to learn life skills and apply skills to ‘hands on’ situations in a purposeful context.
· Independent learning: In design technology, children may well be asked to solve problems and develop their learning independently. This allows the children to have ownership over their curriculum and lead their own learning in Design Technology.
· Collaborative learning: In design and technology children may well be asked to work as part of a team learning to support and help one another towards a challenging, yet rewarding goal.
Key Stage 1 Expectations
Lower Key Stage 2 Expectations
Upper Key Stage 2 Expectations
Mechanisms – Wheels and Axles Y2
Structures – Shell Structures Y4
Mechanical Systems – Cams Y5/6
Mechanisms – Sliders and Levers Y1
Food – Healthy and Varied Diet Y3
Electrical Systems – Monitoring and Controlling Y5
Structures – Freestanding Structures Y1
Textiles – 2d Shape to 3d Product Y4
Textiles – Using computer-aided design Y6
Food – Preparing fruit and vegetables Y2
Mechanical Systems – Levers and Linkage Y3
Structures – Frame Structures Y6
Mechanisms – Sliders and Levers Y1
Electrical Systems – Simple circuits and switches (tie in with science) Y3/4
Food – Celebrating Culture and Seasonality Y5
Mechanical Systems – Mechanics Y4
Electrical Systems – More complex systems and Circuits Y5/6
Electrical Systems – Controlling and programming Y3
Textiles – combining different fabric shapes Y6
Mechanical Systems – Pulleys and Gears Y5
Enrichment and Resources
DT will be covered two out of six terms per academic year for every year group. A budget has been set for DT and teachers can place orders in advance to ensure all resources are ready to be used for the teaching of this subject.
Impact (Assessment, Recording and Reporting)
· Children will have clear enjoyment and confidence in design and technology that they will then apply to other areas of the curriculum.
· Children will ultimately know more, remember more and understand more about Design Technology, demonstrating this knowledge when using tools or skills in other areas of the curriculum and in opportunities out of school.
· The large majority of children will achieve age related expectations in Design Technology.
· As designers, children will develop skills and attributes they can use beyond school and into adulthood.
(Assessment, Recording and Reporting) will be checked via:
discussions and interviews with pupils
scrutiny of pupils’ work, where possible, from DT work books. This can be in the form of photos of practical activities · monitoring of planning · lesson snapshots, learning walks and staff feedback · discussions with and moderation between staff.
Evidence on tapestry (EY and KS1)
Inclusion and Differentiation
All pupils will have equal access to the DT curriculum.
Gender, learning ability, physical ability, ethnicity, linguistic ability and/or cultural circumstances will not impede pupils from accessing DT lessons.
All efforts will be made to ensure that cultural and gender differences are positively reflected in lessons and the teaching materials used.