DT

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Key Staff

Coordinator: Mrs Nixon

Governor: Mr Shields

St Francis Horndale Design Technology Curriculum

Design and Technology encourages children's creativity and encourages them to think about important issues. Developing children's skills and knowledge in design, structures, mechanisms, electrical control and a range of materials, including food.

To enable education in England to keep pace with global technological change, new approaches are needed to teaching pupils how to apply electronics in combination with new materials and how to apply control systems in all aspects of the subject, including food technology. The responsibility for tackling the challenge of ensuring that the D&T curriculum keeps up with technological developments is primarily that of schools. (Ofsted Meeting Technological challenges, March 2011)

St Francis' Design Technology Curriculum Vision

High-quality Design and Technology is an entitlement for all pupils, regardless of their starting points or prior experiences of designing, making and evaluating.

EYFS & Key Stage 1

Intent

At St Francis Horndale CE Primary School, children receive a design and technology curriculum which allows them to exercise their creativity through designing and making. The children are taught to combine their designing and making skills with knowledge and understanding in order to design and make a product. Skills are taught progressively to ensure that all children are able to learn and practice in order to develop as they move through the school. Evaluation is an integral part of the design process and allows children to adapt and improve their product, this is a key skill which they need throughout their life. DT allows children to apply the knowledge and skills learned in other subjects, particularly Maths, Science and Art. Children’s interests are captured through theme learning, ensuring that links are made in a cross curricular way, giving children motivation and meaning for their learning. Children will also learn basic cooking skills.

Implementation

In Design Technology, we teach the National Curriculum, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. All teaching of DT in KS1 should follow the design, make and evaluate cycle. Each stage should be rooted in technical knowledge. The design process will be rooted in real life, relevant contexts to give meaning to learning. While making, children will be given choice and a range of tools to choose freely from. To evaluate, children should be able to evaluate their own products against a design criteria.

Impact

By the end of Key Stage One, children should be able to:

Design

design purposeful, functional, appealing products for themselves and other users based on design criteria

generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Make

select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]

select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate

explore and evaluate a range of existing products

evaluate their ideas and products against design criteria

Technical knowledge

build structures, exploring how they can be made stronger, stiffer and more stable

explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

Cooking and Nutrition

use the basic principles of a healthy and varied diet to prepare dishes

understand where food comes from.

Key Stage 2

The National Curriculum states 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 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.

EYFS & Key Stage 1 Overview

Key Stage 2 Overview

St Francis' Design Technology Curriculum

Year Group	Autumn	Spring	Summer
3	Food: Egyptian bread	Textiles: Roman money bag	Construction: Labyrinth/ Parthenon
4	Mechanics: Making a book with moving mechanisms	Construction: Making a Viking Longboat	Food: Making a tortilla wrap
5	Textiles: cushion linked to Bayeux Tapestry	Food: Mexican	Construction: Bridge construction
6	Construction: Air Raid Shelter	Mechanics: Fairground	Electronics: Earthquakes

Educating for Equality, Diversity and Inclusivity

From April 2023, we have a focus on ensuring we have a wide range of perspective in our curriculum so we can educate in a way that is inclusive of the viewpoints of a wide range of protected characteristics. This is a long term journey and we are starting by ensuring the identity of individuals studies is explicitly taught.

Our curriculum consists of three key areas:

Create sketch books to develop ideas, record their observations and use them to review and revisit ideas.
Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay].
Learn about great artists, architects and designers in history.

Teachers share formative and summative assessment information with each other, allowing the year group planning to be adapted annually. This ensures the cohort of children know more and remember more and have mastered and refined their skills.

Teachers plan a sequence of lessons using St Francis' Design Technology Curriculum to focus on the skills being taught through various techniques. Children master the practical techniques of food, materials, textiles, electricals and electronics, computing, construction and mechanics. The curriculum is sequenced to ensure that every child has the opportunity to learn about a variety of designers as a starting point to where their own individuality and application of skills then take over to demonstrate their own creations. This includes an ongoing process of reflection, self-evaluation, peer assessments and adult assessments infiltrated through each session to ensure progress is maintained.

We have planned what we want children to know by the end of LKS2 (Year 4) and UKS2 (Year 6) so that children can learn, practise and develop design technology knowledge and skills ready for the Year 7 curriculum. The knowledge and skills we want children to know are below.

	Year 3	Year 4	Year 5	Year 6
Key Skills: I can design	To master techniques - Mechanics Use scientific knowledge of the transference of forces to choose appropriate mechanisms for a product (such as levers, winding mechanisms, pulleys and gears). To design, make, evaluate and improve Design with purpose by identifying opportunities to design. Use software to design and represent product designs. To take inspiration from design throughout history Identify some of the great designers in all of the areas of study (including pioneers in horticultural techniques) to generate ideas for designs. Improve upon existing designs, giving reasons for choices. Disassemble products to understand how they work.		To design, make, evaluate and improve Design with the user in mind, motivated by the service a product will offer (rather than simply for profit) Use prototypes, cross sectional diagrams and computer aided design to represent designs To take inspiration from design throughout history Combine elements of design from a range of inspirational designers throughout history, giving reasons for choices Create innovative designs that improve upon existing products
Key Skills: I can make	To master practical skills - Food Prepare ingredients hygienically using appropriate utensils. Measure ingredients to the nearest gram accurately. Follow a recipe. Assemble or cook ingredients (controlling the temperature of the oven or hob, if cooking). To master techniques - Materials Cut materials accurately and safely by selecting appropriate tools. Measure and mark out to the nearest millimetre. Apply appropriate cutting and shaping techniques that include cuts within the perimeter of the material (such as slots or cut outs). Select appropriate joining techniques. To master techniques - Textiles Understand the need for a seam allowance. Join textiles with appropriate stitching. Select the most appropriate techniques to decorate textiles. To master techniques - Electricals and electronics Create series and parallel circuits. To master techniques - Computing Control and monitor models using software designed for this purpose. To master techniques - Construction WA - Choose suitable techniques to construct products or to repair items. Strengthen materials using suitable techniques. To design, make, evaluate and improve Design with purpose by identifying opportunities to design. Make products by working efficiently (such as by carefully selecting materials). .		To master practical skills-food Understand the importance of correct storage and handling of ingredients (using knowledge of micro organisms) Measure accurately and calculate ratios of ingredients to scale up or down from a recipe Demonstrate a range of baking and cooking techniques Create and refine recipes, including ingredients, methods, cooking times and temperatures To master practical skills-materials Cut materials with precision and refine the finish with appropriate tools (such as sanding wood after cutting or a more precise scissor cut after roughly cutting out a shape) Show an understanding of the qualities of materials to choose appropriate tools to cut and shape (such as the nature of fabric may require sharper scissors than would be used to cut paper) To master practical skills - textiles Create objects (such as a cushion) that employ a seam allowance Join textiles with a combination of stitching techniques (such as back stitch for seams and running stitch to attach decoration) Use the qualities of materials to create suitable visual and tactile effects in the decoration of textiles (such as soft decoration for comfort on a cushion) To master practical skills - electricals and electronics Create circuits using electronic kits that employ a number of components (such as LEDs, resistors, transistors and chips) To master practical skills - computing Write code to control and monitor models or products To master practical skills - construction Develop a range of practical skills to create products (such as cutting, drilling and screwing, nailing, gluing, filing and sanding) To master practical skills - mechanics Convert rotary motion to carry linear using cams Use innovative combinations of electronics (or computing) and mechanics in product designs To design, make, evaluate and improve Make products through stages of prototypes, making continual refinements Ensure products have a high quality finish, using art skills where appropriate
Key Skills: I can evaluate	To design, make, evaluate and improve Refine work and techniques as work progresses, continually evaluating the product design.		To take inspiration from design throughout history Evaluate the design of products to suggest improvements to the user experience

Educating for Equality, Diversity and Inclusivity

Design and Technology is everywhere! Through pupil voice, children talk about their inspirations and starting points in their units of Design and Technology, giving them opportunities to explain and show the smaller steps created to then work on a finished piece.

This process can also be seen throughout their sketchbooks and photographs. Throughout Key Stage 2, children use a variety of techniques in which skills are enhanced and developed further by also integrating them together. This also includes cross-curricular links according to their influences and themes.