Curriculum – Design & Technology

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Policy

The National Curriculum and Statutory Requirements

‘Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.’ – The National Curriculum, 2013

By the end of each key stage it is expected that pupils are able to apply and understand the skills and knowledge learnt in each topic within the design and technology curriculum.

Aims

As a maintained school, our design and technology curriculum is based on the National Curriculum and reflects the statutory requirements therein. By the end of Key Stage 2, all children should:

  • 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

At Hawkhurst CEP School we strongly believe that all children should have access to a high-quality design and technology education that provides them with a wide range of opportunities to design and create products, engage with the world of design and technology and develop the skills needed to work with different tools and mediums. We want all pupils to develop the evaluative skills to critique and improve both their work and the work of others to support them in becoming creative and enterprising. We recognise the cross-curricular value in design and technology and endeavour to support children to make these connections in their learning and application of skills.

Teaching and Learning

At Hawkhurst CEP School, design and technology is taught through a creative, topic-based curriculum. Each year group will cover the skills as detailed in our skills progression document for design and technology. In the EYFS, children will have the opportunity to explore different materials, technologies and tools. They will experiment with construction and 3D form, enabling them to build and adapt their own ideas and designs. In Key Stage 1, children will develop their skills and understanding of how to design and then make a finished product and the types of materials and tools they can use in their construction. In Key Stage 2, children will expand their skillset in working with a range of tools, materials and construction techniques. They will also develop their ability to evaluate and critique their own work, and the work of others, to improve their finished products.

Each term, classes will make links between what they are learning in design and technology and the school value that the whole school is focussing on. Through this, children will develop a sense of the role that our school values play in both our curriculum and the whole school community, including our special place in the community of St Laurence Church.

We are committed to ensuring all children in our school have equal opportunities to access learning and lessons are planned and taught in line with our SEN and inclusion policies.

Recording and Assessment

At Hawkhurst CEP School, children in the EYFS and Key Stage 1 will generally record their design and technology work on loose paper and/or practically in the classroom environment. This may then be filed in learning journey folders or topic exercise books, or photographed by the adults in the class. In Key Stage 2 children’s work may be recorded in sketchbooks or topic books in the planning and research phases of learning and then their final piece of work will usually be created practically and then may be filed or photographed.

Teachers will assess children’s work regularly and this will usually be through observation and feedback given orally during lessons. Children’s progress will be checked against the skills progression documents for each year group.

Monitoring and Evaluating

The quality of education in design and technology will be monitored by SLT and the design and technology subject leader. The subject leader will carry our regular learning walks (each seasonal term) and will monitor progress throughout the school by checking the quality of learning opportunities and the standard of outcome through work scrutinies and pupil conferencing.

The subject leader will be responsible for managing the design and technology budget and ensuring classes have sufficient resources to deliver high-quality design and technology lessons across the year.

Health and Safety

As children will be working with a range of materials and tools in practical lessons class teachers will need to ensure that children are supported in behaving appropriately in lessons and that, where necessary, children have close supervision (small group or 1:1) and adult modelling when working with more ambitious materials or tools e.g. sewing equipment, glue guns, tools, cooking equipment. Children will be taught to use tools safely and how to manage and mitigate risk.

Skills Progression

EYFS KS1 KS2
To handle equipment and tools effectively, including pencils for writing.

To safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

To use what they have learnt about media and materials in original ways, thinking about uses and purposes.

To represent their own ideas, thought and feelings through design and technology, art, music, dance, role play and stories.

When designing and making, pupils should be taught 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.

 

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment].

When designing and making, pupils should be taught to:

Design

  • Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
  • Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make

  • 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 wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Evaluate

  • 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
  • Understand how key events and individuals in design and technology have helped shape the world

Technical knowledge

  • 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 use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
  • Apply their understanding of computing to program, monitor and control their products.

 

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To understand that equipment and tools have to be used safely.

To show an interest in technological toys with knobs, or pulleys, or real objects.

To show skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images.

To show understanding of the need for safety when tackling new challenges and consider and manage some risks.

To show understanding of how to transport and store equipment safely.

To practice some appropriate safety measures without direct supervision.

Follow verbal instructions.

Explain what they are making and which materials they are using.

Name the tools they are using.

Describe what they need to do next.

Select materials from a limited range that will meet the design criteria.

Model ideas with kits, reclaimed materials.

Select pictures to help develop ideas.

Discuss their work as it progresses.

 

Select and name tools needed to work the materials.

Select appropriate techniques explaining first… next… last…

Use pictures and words to convey what they want to design and make.

Describe models and drawings of ideas and intentions.

Use kits/reclaimed materials to develop an idea.

Use drawings to record ideas as they are developed.

Add notes to drawing to help explanations.

Investigate similar products to the one to be made to give starting points for a design.

Draw/sketch products to help analyse how they are made.

Think ahead about the order of their work and decide upon tools and materials.

Plan a sequence of actions to make a product.

Record the plan by drawing (labelled sketches) or writing.

Draw/sketch products to help understand how they are made.

Develop more than one design or adaptation of an initial design.

Propose realistic suggestions as to how they can achieve their designs.

Investigate products/images to collect ideas.

Sketch and model alternative ideas.

Record ideas using annotated diagrams.

Make prototypes.

Use found information to inform decisions.

Year 5 skills with more independence and depth:

Investigate products/images to collect ideas.

Sketch and model alternative ideas.

Record ideas using annotated diagrams.

Make prototypes.

Use found information to inform decisions.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To develop preferences for forms of expression.

To select appropriate resources and adapt work where necessary.

Say what they like and do not like about items they have made and attempt to say why.

Talk about their designs as they develop and identify good and bad points

Talk about changes made during the making process.

Discuss how closely their finished product meets their design criteria. Identify the strength and weaknesses of their design ideas.

Consider and explain how the finished product could be improved.

Discuss how well the finished product meets the design criteria and how well it meets the needs of the user.

Decide which design idea to develop. Use design criteria to inform decisions about ways to proceed.

Justify decisions about materials and methods of construction.

Reflect on their work using design criteria stating how well the design fits the needs of the user.

Identify what does and does not work in a product.

Make suggestions as to how their design could be improved.

Year 5 skills with more independence and depth:

Use design criteria to inform decisions about ways to proceed.

Justify decisions about materials and methods of construction.

Reflect on their work using design criteria stating how well the design fits the needs of the user.

Identify what does and does not work in a product.

Make suggestions as to how their design could be improved.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To use one-handed tools and equipment e.g. make snips in paper with scissors.

To capture experiences and responses with a range of media.

To use simple tools to effect changes to materials.

To handle tools, objects, construction and malleable materials safely and with increasing control.

To select tools and techniques needed to shape, assembly and join materials that are being used.

Make vehicles with construction kits, which contain free running wheels. Use a range of materials to create models with wheels and axels e.g. glue, tape, dowel and cotton reels.

Attach wheels to a chassis using an axel.

Join appropriately for different materials and situations e.g. glue and tape.

Mark out materials to be cut using a template.

Observe a glue gun being used by an adult.

Make structures more stable by giving them a wide base. Create a shell or frame structure; strengthen frames with diagonal struts.

Incorporate a circuit with a bell or buzzer into a model.

Prototype frame and shell structures.

Measure and mark square selection, strip and dowel accordingly to 1cm.

Use a glue gun with close one-to-one supervision.

Use bradawl to mark hole positions.

Join materials using appropriate methods.

Control a model using an ICT control program.

Use a cam to make an up and down mechanism.

Build frameworks using a ranger of materials to support mechanisms e.g. wood, corrugated card and plastic.

Use a glue gun with close supervision.

Use a hand drill to drill tight and loose fit holes.

Cut strip wood, dowel and square section wood accurately to 1cm.

Incorporate a motor and switch into a model.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To safely use and explore a variety pf materials, tools and techniques. Fold, tear and cut paper and card.

Roll paper to create tubes.

Cut along lines, straight and curved.

Use a hole punch.

Insert paper fasteners for card linkages.

Create hinges.

Use simple pop-ups.

Curl paper, investigate strengthening sheet materials.

Investigate joining temporary, fixed and moving materials.

Cut slots.

Cut internal shapes.

Use lolly sticks/card to make levers and linkages.

Use linkages to make movement larger or more varied.

Use and explore complex pop-ups.

Create nets.

Cut slots.

Cut accurately and safely to a marked line.

Join and combine materials with temporary, fixed or moving joints.

Use a craft knife, cutting mat and safety ruler with one-to-one supervision if appropriate.

Choose an appropriate sheet material for a purpose.

Year 5 skills with more independence and depth:

Cut slots.

Cut accurately and safely to a marked line.

Join and combine materials with temporary, fixed or moving joints.

Use a craft knife, cutting mat and safety ruler with one-to-one supervision if appropriate.

Choose an appropriate sheet material for a purpose.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Colour fabrics using a range of techniques e.g. fabric paints, printing and painting.

Join fabrics with glue.

Decorate fabrics with buttons, beads, sequins, braids and ribbons.

Cut out shapes, which have been created by drawing around a template onto fabric.

Join fabrics by using a running stitch, staples, over sewing and tape.

Join fabrics using running stitch, over sewing and back stitch.

Use appropriate decoration techniques.

Create a simple pattern.

Understand seam allowance.

Explore fastenings and recreate some e.g. sew on buttons and make loops.

Prototype a product using material.

Use appropriate techniques (applique or simple stitches).

Understand the need for patterns.

Create 3D products using pattern pieces and seam allowance.

Understand pattern layout.

Join fabrics using over sewing, back stitch and blanket stitch.

Make quality products.

Decorate textiles appropriately before joining components.

Pin and tack fabric pieces together.

Combine fabrics to create more useful properties.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Develop a food vocabulary using taste, smell, texture and touch.

Group familiar food products e.g. fruit and vegetables.

Cut and peel a range of ingredients.

Work safely and hygienically.

Understand the need for a variety of foods in the diet.

Grate and chop a range of ingredients.

Measure and weigh food items – not-standard measures e.g. spoons, cups.

Develop sensory vocabulary/knowledge using taste, smell, texture and touch.

Follow instructions.

Make healthy eating choices from an understanding of a balanced diet.

Join and combine a range of ingredients.

Analyse the taste, texture, smell and appearance of a range of food.

Weigh and measure using scales.

Cut and shape ingredients using appropriate tools and equipment.

Prepare food products taking into account properties and sensory characteristics of ingredients.

Assemble or cook ingredients, controlling the temperature of the oven or hob if cooking.

Measure accurately using different equipment.

Create recipes including ingredients, methods, cooking times and temperatures.

Work safely and hygienically.

Show an awareness of a healthy diet from an understanding of a balanced diet.

Combine ingredients appropriately e.g. beating or rubbing.

Measure ingredients to the nearest gram and milliliter and calculate ratios of ingredients to scale up or down from a recipe.

Understand seasonality and know where and how a variety of ingredients are grown, reared, caught and processed.

Create and refine recipes, including ingredients, methods, cooking times and temperatures.

Enrichment Activities
Coming Soon