Design and Technology
Intent - What do we aspire for our children?
Our Curriculum Intent for Design and Technology
At Cuddington, Design and Technology is an inspiring and practical subject. Pupils research, design, make and evaluate processes and products using their creativity and imagination. Teachers aim to link work to other subjects such as Reading, Mathematics, Science, Engineering, Computing and Art. Children learn how to take risks through high-quality design and technology experiences. They will also be able to understand the principles of nutrition and learn practical skills needed when preparing food. Children will leave Cuddington aspired to solve problems creatively and become future innovators.
How Design & Technology Education starts in the Early Years
Our Whole School Design & Technology Curriculum
Implementation - How will we deliver the Design and Technology curriculum?
Design and Technology is taught as a skill-based subject that is linked to the wider curriculum. Lessons delivered to each year group focus on 3 topics and a separate set of skills throughout the year. Each half term, Design and Technology and Art alternate; projects are delivered as either a block of work or over a series of lessons or consecutive weeks. The time dedicated to Design and Technology ensures that each topic can be delivered to a high standard and children can create products with a purpose.
To support the teaching and learning of Design and Technology in our school, we use the D&T Association's Projects on a Page Scheme of Work. Knowledge Organisers show the progress children make over time and display knowledge of technical vocabulary, key learning and competencies. In Key Stage 2, children build more complex designs, use new technologies to improve their products and make them more advanced than in Key Stage 1. Details of the Design and Technology curriculum for each year group can be found in the document below.
Teachers ensure children are familiar with the four key principles in the Design and Technology cycle. Lessons are taught through these principles of researching, designing, making and evaluating. Through this process, pupils’ technical knowledge and vocabulary are developed and related to structural design, textiles, mechanical and electrical systems, the integration of technology, food production and nutrition.
Children are immersed in the design process by researching and evaluating a range of existing products. Using this information and their ideas, children plan designs with a clear project intention and 'user' in mind. They develop design criteria and communicate their ideas through a range of materials and techniques. Children start the process of making their planned design, using a range of equipment. Resources allow children to design and make their products, utilising a variety of tools and materials. Wherever possible, teachers promote the use of recycled materials when constructing and building. All children are challenged during this stage by problems that present themselves to them. Design and Technology encourage children to think creatively and solve problems as individuals and members of a team. Children test and evaluate their products against the design criteria to ensure that the product is fit for purpose. Considering the views and opinions of peers also improve their work.
How do we provide for all learners?
All pupils - including those with SEND - enjoy the practical application of their ideas, and engagement with the lessons improves their attention span, patience and perseverance. As some pupils with SEND often find designing activities challenging, teachers carefully plan and deliver the D&T curriculum by considering the needs of their classes. Teachers must give thought to how they enable pupils to access and produce successful work. Therefore, lesson plans are adapted to meet the learning demands of pupils in each year group.
Knowledge and understanding are drawn from across the curriculum and help to develop and enable numeracy, literacy and communication skills that can be applied in practical ways. This consolidates skills from other lessons and reinforces learning with positive outcomes.
Pupils are encouraged to work as independently as possible, but reasonable adjustments are made for those pupils with SEND. They access their learning through various ways of recording; scaffolding or with visual support; 1:1 support or small group work with TAs or parent helpers; the use of personalised or specialised equipment; and allowance of additional time to complete tasks. Food Technology lessons aim to include all pupils, as well as those with dietary needs, food intolerances and/or allergies.
Lessons offer pupils the chance to experience achievement at a level that may not be evident in other subjects.
Impact - How do we know our Design and Technology curriculum is effective?
We value listening to the voice of our children to assess the knowledge and progress they have made. Children confidently talk through the process of designing, making and evaluating to achieve objectives and design criteria. Pupil’s voice is an important part of assessing, allowing teachers to continually reflect upon and improve the Design and Technology curriculum.
Design processes are documented in Design & Technology books. Each project ends with all children creating a functional and usable product; these products demonstrate the skills they have learnt. Throughout the school, it is clear to see the progression of skills through the quality of products each year group creates.
For further information about the Design & Technology curriculum please email Miss Michiels; firstname.lastname@example.org