INTENT:
At All Saints, by nurturing hearts and inspiring minds, we encourage all pupils to shine in everything they do in Design and Technology.
The Design and technology scheme of work aims to inspire pupils to be innovative and creative thinkers who have an appreciation for the product design cycle through ideation, creation, and evaluation. We want pupils to develop the confidence to take risks, through drafting design concepts, modelling, and testing and to be reflective learners who evaluate their work and the work of others. Through our scheme of work, we aim to build an awareness of the impact of design and technology on our lives and encourage pupils to become resourceful, enterprising citizens who will have the skills to contribute to future design advancements.
Our Design and technology scheme of work enables pupils to meet the end of key stage attainment targets in the National curriculum and the aims also align with those in the National curriculum. EYFS (Reception) units provide opportunities for pupils’ to work towards the Development matters statements and the Early Learning Goals.
Our intent is to inspire children and young people to create, experience, and participate in great arts and culture.
IMPLEMENTATION:
The Design and technology National curriculum outlines the three main stages of the design process: design, make and evaluate. Each stage of the design process is underpinned by technical knowledge which encompasses the contextual, historical, and technical understanding required for each strand. Cooking and nutrition* has a separate section, with a focus on specific principles, skills and techniques in food, including where food comes from, diet and seasonality.
The National curriculum organises the Design and technology attainment targets under four subheadings: Design, Make, Evaluate, and Technical knowledge. We have taken these subheadings to be our Primary strands:
- Design
- Make
- Evaluate
- Technical knowledge
All Saints’ Design and technology scheme has a clear progression of skills and knowledge within these strands and key areas across each year group.
Cooking and nutrition is given a particular focus in the National curriculum and we have made this one of our six key areas that pupils revisit throughout their time in primary school:
- Cooking and nutrition
- Mechanisms/ Mechanical systems
- Structures
- Textiles
- Electrical systems (KS2 only)
- Digital world (KS2 only)
Our National curriculum overview shows which of our units cover each of the National
curriculum attainment targets as well as each of the four strands.
Our Progression of skills shows the skills and knowledge that are taught within each year group and how these skills develop to ensure that attainment targets are securely met by the end of each key stage.
Through All Saints’ Design and technology scheme, pupils respond to design briefs and scenarios that require consideration of the needs of others, developing their skills in the six key areas.
Each of our key areas follows the design process (design, make and evaluate) and has a particular theme and focus from the technical knowledge or cooking and nutrition section of the curriculum. The All Saints scheme is a spiral curriculum, with key areas revisited again and again with increasing complexity, allowing pupils to revisit and build on their previous learning.
Lessons incorporate a range of teaching strategies from independent tasks, paired and group work including practical hands-on, computer-based and inventive tasks. This variety means that lessons are engaging and appeal to those with a variety of learning styles. Differentiated guidance is available for every lesson to ensure that lessons can be accessed by all pupils and opportunities to stretch pupils’ learning are available when required. Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary.
Strong subject knowledge is vital for staff to be able to deliver a highly effective and robust Design and technology curriculum. Each unit of lessons includes multiple teacher videos to develop subject knowledge and support ongoing CPD. The All Saints Design and technology scheme has been created with the understanding that many teachers do not feel confident delivering the full Design and technology curriculum and every effort has been made to ensure that they feel supported to deliver lessons of a high standard that ensure pupil progression.
Design and Technology is taught half termly in descreat lessons. Class teachers are usually responsible for teaching design technology, although there will be times when professional artists/helpers will be involved in the teaching of the topic. We take every opportunity to develop links with outside agencies and experts, including the local high school, in order to enrich our Design and Technology provision.
Our children enjoy the self-expression that they experience in Design and Technology.
They are always keen to learn new skills and work hard to perfect those shown to them. The children’s Design and Technology is very often cross-curricular, and helps them to express feelings and emotions in Design and Technology, as well as show their knowledge and understanding in history, geography and science.
Through their Design and Technology, the children are able to reach out into the wider community, with our pupil’s work proudly displayed around the school.
The impact of AQll Saints' scheme can be constantly monitored through both formative and summative assessment opportunities. Each lesson includes guidance to support teachers in assessing pupils against the learning objectives. Furthermore, each unit has a unit quiz and knowledge catcher which can be used at the start and/ or end of the unit.
After the implementation of Kapow Primary Design and technology, pupils should leave school equipped with a range of skills to enable them to succeed in their secondary education and be innovative and resourceful members of society.
The expected impact of following the Kapow Primary Design and technology scheme of work is that children will:
- Understand the functional and aesthetic properties of a range of materials and resources.
- Understand how to use and combine tools to carry out different processes for shaping,
- decorating, and manufacturing products.
- Build and apply a repertoire of skills, knowledge and understanding to produce high
- quality, innovative outcomes, including models, prototypes, CAD, and products to fulfil the needs of users, clients, and scenarios.
- Understand and apply the principles of healthy eating, diets, and recipes, including key processes, food groups and cooking equipment.
- Have an appreciation for key individuals, inventions, and events in history and of today that impact our world.
- Recognise where our decisions can impact the wider world in terms of community, social and environmental issues.
- Self-evaluate and reflect on learning at different stages and identify areas to improve.
- Meet the end of key stage expectations outlined in the National curriculum for Design and technology.
- Meet the end of key stage expectations outlined in the National curriculum for
- Computing.
SMSC
(to be developed in all lessons)
Spiritual: Explore beliefs and experience; respect faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity; reflect.
Moral: Recognise right and wrong; respect the law; understand consequences; investigate moral and ethical issues; offer reasoned views.
Social: Use a range of social skills; participate in the local community; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict; engage with the 'British values' of democracy, the rule of law, liberty, respect and tolerance.
Cultural: Appreciate cultural influences; appreciate the role of Britain's parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity.
BRITISH VALUES
(to be developed in all lessons)
The teaching of Design and Technology offers an unique opportunity to explore the evolution of the core british values in the creating and evaluating of end products. Children will have the opportunity to:
Democracy - The children must take the views and opinions into account but still have the right to make their own choices.To take turns both in speech and practically with others. To understand that it is not always possible or right to have their own way and understand the value of compromise.
The rule of law - To understand the importance of safety rules when using tools. To understand and accept that if these rules are not followed that there are consequences to this.
Individual liberty - To understand that there are able to listen to others but can use their own ideas and design choices when making an artefact. To accept that others ideas may not be the same as their own but are able to accept this.
Tolerance - To tolerate ideas from others that are different to their own. To understand that many great design ideas originate from other cultures.
Mutual Respect - To listen to and consider the ideas and opinions of others even if they differ from your own. To be able to take turns during discussions to resolve difficulties or make decisions. To offer supportive comments in evaluations that will improve learning outcomes in a way that is objective but ensitive to the listener.
