Design and Technology (D&T) is a practical subject aiming to develop children’s capabilities to design and make products that not only work well, but that also respond to identified needs. D&T shows how products are created for a real context and situation. It develops the skills, knowledge and understanding of our children in the processes of design.
The breadth of our D&T curriculum is designed with three goals in mind:
Our Values in Design and Technology
Implementation - How Do We Deliver the Design and Technology Curriculum?
Our Design and Technology Curriculum design is based on Chris Quigley Essentials Curriculum. Underpinned by the curriculum drivers, our design and technology curriculum sets out:
A clear approach as to when the aspect of design and technology are covered. At early years, this is rooted in the children’s everyday experiences, from construction, junk modelling, cooking and outdoor learning opportunities. As they move into Years 1 and 2, they focus on developing their skills in design technology, including sliders and levers, structures, textiles and food. As they progress into KS2 (Year 3-6), they build on the skills covered in KS1 and develop further aspects of mechanical systems, structures, textiles, food. They also start to apply their learning in science through applying their electricity knowledge to a design project. In working this way the children work and develop their understanding throughout the primary phase.
The road map gives you a really good overview of our design and technology curriculum from nursery to Year 6.
Year 1 and 2 Planning Overview – Design and Technology
Cooking and Nutrition
Making gingerbread men
What ingredients do we need to use?
Mastering of practical skills – cutting, chopping.
Building designs looking at the work of famous architects
How can we strengthen structures?
Designing our own buildings
Mechanisms – Leavers and Linkages
Moving picture books
Designing our own moving picture
Creating our own moving pictures.
Cooking and Nutrition
What ingredients do we need to use?
Mastering of practical skills – cutting, chopping, peeling
Looking at various vehicle designs and parts
Design, make evaluate process. This is to create our moving vehicle, using purple mash computing programme.
Design, make evaluate process. This is to create our own pencil holders.
The ‘threshold concepts’ are what pupils should understand and the skills they should develop. In design and technology, these are returned to again and again across all year groups, they are what develops the designing and making skills. These include:
This returning to the same thing again and again is called interleaving.
The detailed progression can be found in the document below.
Design and Technology Curriculum Pathway and Progression Map
Special Educational Needs and Design Technology
How do we ensure all children can access Design Technology lessons?
Although a child may have been identified as having a special educational need, they may not have a special educational need in Design Technology. Effective quality first teaching is the key to enabling all children to participate and develop their design and technological knowledge and skills. Differentiation within lessons is a vital component to ensure that a balance of support and challenge are achieved for all abilities. This is the same in every subject and differentiation is adjusted as expectations of individual pupils rise through progress.
Challenge and support specific to Design Technology may include:
• varying the types of equipment used
• first hand experiences - e.g. when using specific skills
• some pre-teaching as well as using more advanced vocabulary
• providing picture clues and definitions for those needing more support
• pupil knowledge organisers
Pupils not secure within a lesson sequence are noted and adjustments made to the differentiation or level of support given. Similarly, added challenge is given if pupils are identified as requiring it. This may be noted by the teacher through questioning or the use of written work. Using an interleaving approach means that pupils continually revisit their learning, gradually building a deeper understanding.
Links to Other Subjects
How Design and Technology may be linked
Stories: Often used to give a context for the children, as well as moving picture books in our leavers and linkages topic.
Communication: Children learn to communicate their technological language.
Vocabulary: Technological vocabulary is taught to the children and this helps them to develop what we call tier three vocabulary.
Writing: As children progress through school, they will start to communicate what they have learnt in writing. Some of the content for Design and Technology may be used to stimulate writing in English.
Measures: Using the knowledge of measures is really important in Design and Technology, enabling children to be able to select the appropriately sized equipment as well as being able to weigh out ingredients for food technology.
Famous Designers: Whilst we do not study a scientist in design and technology, the children may touch on some famous architects such as Norman Foster and how he had to consider certain materials to make his design successful.
Learning from design: Our topics on mechanisms are an excellent example of STEM learning.
Food and nutrition: Making Gingerbread – Market Drayton is known as ‘the home of the Gingerbread’
Structure – We look at some famous architectural designs from around the world.
Van Gogh: The children look at Van Gogh and his painting of Yellow House, the children look at the design and structure of this within the painting.
Great Fire of London: The children explore houses and what was wrong with the design and structure of the houses during this time.
Homework and Home Learning
Parents are made aware of the work being studied in Design Technology through the homework packs that are sent home from school. These packs contain what is being covered each week, and clearly outlines the progression of skills in each lesson.
Parents are also directed to the pupil knowledge organisers that contain further information, including key vocabulary should they wish to discuss this at home as a pre-teaching activity, or a follow up activity after the lesson at school.
Impact - How Do We Help Children Get to a Deep Level of Understanding?
Through the explicit teaching of skills in Design and Technology, both the teachers and the pupils assess their learning continuously throughout the lesson. To help children get to a deep level of understanding we return to the threshold concepts again and again.
Children develop each concept over time and it takes a two-year period to get to a deeper level of understanding at the appropriate age. For example, in Year 1, children will have a basic understanding of design and technology at an age appropriate level, but by revisiting this they should have a deeper level of understanding and have developed their skills by Year 2.
Take a look at some of our learning