Please click icon above for the Design & Technology Curriculum Progression document
Intent
At Five Ways Primary School, we believe that design and technology should develop: the mind (creativity, imagination, resourcefulness, innovation, and enterprise); body (consideration of others, risk taking); and spirit (understanding of the impact on the wider world and the contribution to culture, wealth, and wellbeing of the nation) of each child.
Design and technology at Five Ways will ensure that by the time children leave at the end of KS2, they will be able to actively participate in the technological world. Our design and technology Curriculum allows children to make products that solve real and relevant problems within a variety of contexts based on a well-thought, child-led design brief and specification. Meaningful and purposeful cross-curricular links are made, with art, maths, and science, to support children’s breadth and depth of understanding, so children communicate their learning in a range of forms. The design and technology objectives and outcomes; as in all subjects, form part of meaningful and relevant learning journeys.
Implementation
At Five Ways, design and technology is taught as a discrete subject. In EYFS and Key Stage One, design and technology is taught to mixed attaining classes and in Key Stage Two this subject is taught to classes that are streamed for English and maths attainment. Design and technology is taught to half classes by specialist teaching staff.
At Five Ways, our design and technology curriculum is informed by the National Curriculum.
The national curriculum for Design and Technology aims to ensure that all pupils:
- develop the creative, technical, and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
- build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
- critique, evaluate and test their ideas and products and the work of others
- understand and apply the principles of nutrition and learn how to cook.
We have created our own scheme of work as a scaffold to teach the progression of knowledge and skills required whilst including cross curricular links. Our units of work allow children to explore a variety of skills and build on them as they move through school. The units of work facilitate the development of the skills needed to design, make, and evaluate, as well as the acquisition of technical knowledge relating to structures, mechanisms, textiles, and electrical systems. It also ensures that all children learn the principles of nutrition and apply them when learning how to cook.
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The principles of education that are consistently applied within design and technology lessons include: challenge, creativity, respect, working together and positivity.
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Impact
Design and technology is teacher assessed through observation, discussion and evaluation of completed products. Individual achievements are celebrated in end of year reports to parents. In the teaching of design and technology, children will also have the opportunities to develop their spiritual, moral, social and cultural skills. The skills gained through design and technology will have an impact on their future lives, from skills such as critical thinking and problem solving, these are vital to enter the working world, whatever the field.
Through the topics children will have the opportunity to:
• Work both independently and with others, listening to others' ideas and treating these with respect.
• Be creative, flexible and show perseverance
• Critically evaluate existing products, their own work and that of others,
• Develop a respect for the environment and for their own health and safety and that of others
• Recognise the strengths and limitations of a range of technologies and appreciate which are appropriate for particular situations
• Develop their cultural awareness and understanding and appreciate the value of differences and similarities,
• Develop an understanding that all people are equal regardless of age, race, gender, or ability and that there needs to be alternative solutions to meet the needs of individuals and groups of people
• Find enjoyment, satisfaction and purpose through designing and making.
• Develop oracy skills, through discussions with peers alongside more formal presentation of designs and finished products.
• Apply judgments of an aesthetic, economic, environmental, moral, scientific, and technical nature.
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