Clifford Primary School

Clifford Primary School

Design and Technology

INTENT

 What Design and Technology looks like in our school:

  • Teachers will follow the long-term plans
  • Fundamental skills in woodwork, textiles, structure, cookery, electricity and movement (levers and pulleys) will be taught on a two-year rolling programme.
  • Teachers provide high quality modelling and scaffolding
  • Children will be given the opportunity to design, make and evaluate a product each term, generally linked to the class topic.
  • To inspire children’s designs children will have the opportunity to use real life products, research the work of inventors and exploration.
  • Lessons will be fun and engaging, developing children’s DT skills and knowledge.

 End of EYFS: 

Children ask questions about products and are able to talk about their own constructions

They use a range of tools safely and demonstrate good fine motor skills

Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe.

 End of KS1

  • Design with a purpose and discuss ideas with others including what materials will be used and why
  • Select and use a range of tools safely and effectively to construct for a give task
  • Look at a range of products and inventors and discuss how effective they are / how they can be improved
  • Build structures and discuss their effectiveness
  • Understand what makes a healthy meal

 End of lower KS2:

  • Use research to design products that are fit for purpose and aimed at a particular individuals or groups
  • Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
  • select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
  • Investigate and analyse a range of existing products
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
  • Understand and apply the principles of a healthy and varied diet
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

 End of upper KS2:

  • Research, generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
  • Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
  • Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
  • Understand how key events and individuals in design and technology have helped shape the world
  • Apply their understanding of computing to program, monitor and control their products.
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • Understand seasonality and know where and how a variety of ingredients are grown, reared, caught and processed

 

IMPLEMENTATION

 Teachers will follow the long-term plans which sets out a logical progression from one year to the next.

  • In our reception class children are given a wide range of materials and tools to explore. In other years the time is more structured and taught in blocks, sometimes a period of simultaneous afternoons, sometimes through Technology days
  • Each lesson is based around DT skills, which the children will master through good teaching and practice
  • In the lessons, children will be working safely with the tools using a wide range of resources to make their product, adjusting their designs when necessary
  • Children will evidence their work though photos and videos, which they will put on seesaw and written evidence of designs and evaluations will be found in their topic books.
  • Whenever possible children will have the opportunity to work outside and enhance their learning through trips
  • Staff will have the appropriate training to deliver the subject confidently

 

IMPACT

 

  • Children who have mastered the DT skills appropriate to their age, using the tools safely and accurately
  • Children who have the skill to are equipped to design, make and evaluate models and creations
  • Confident, happy children that are willing to have a go.
  • Self-motivated children
  • Children that support each other
  • Teachers confidently delivering the subject

 

How do we know?

Coordinator monitors planning and delivery throughout the school; book scrutinise, learning walks, pupil interviews, teacher questioning and observations.