At Whitmore Park Primary School, children receive a design and technology curriculum which allows them to exercise their creativity. The children are taught to combine their designing and making skills with knowledge and understanding in order to create products that solve real and relevant problems within a variety of contexts. The children are also given opportunities to reflect on and evaluate past and present technology. We aim to provide meaningful and memorable experiences which develop learning and result in the acquisition of knowledge and skills. This way the children will engage more, learn more and understand more. 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. Opportunities are given for children to work both independently and in groups. 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. D&T allows children to apply the knowledge and skills learned in other subjects, particularly Maths, Science and Art. Children’s interests are captured through themed learning, ensuring that links are made whenever possible in a cross curricular way, giving children motivation and meaning for their learning. However, if specific skills need to be taught then stand-alone lessons will be used. The design and technology curriculum has been organised into 1x ½ term project in KS1 and 2x ½ term projects in KS2, to ensure the depth and range of knowledge and skills are covered during their time at school.
Our Design and Technology Strands:
- Technical Language
At Whitmore Park Primary School these strands are taught:
- In KS1, pupils will have a 6 week Design and Technology topic.
- In KS2, pupils will have 2 x 6 week Design and Technology units.
- By exploring the process of design and making alongside a study of designers, existing products and an understanding of the purpose of Design and Technology in the modern world.
The curriculum for Design and Technology aims to ensure all pupils:
- Develop the creative, technical and practical expertise to participate in an increasingly technological world.
- 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.
End of Key Stage 1 Expectations
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 and school, gardens and playgrounds, the local community, industry and the wider environment].
When designing and making, pupils should be taught to:
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.
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.
Explore and evaluate a range of existing products.
Evaluate their ideas and products against design criteria.
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
End of Key Stage 2 Expectations
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:
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.
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.
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.
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.
At Whitmore Park Primary Schools our design and technology curriculum is built around essential knowledge, understanding and key skills. These are broken into year group expectations and show clear continuity and progress. All teaching of design and technology follows the design, make and evaluate cycle. The design process should be relevant in context, to give meaning to learning. While making, children should be given choice and a range of tools to choose freely from. When evaluating, children should be able to evaluate their own products against a design criteria. Each of these steps should be rooted in technical knowledge and vocabulary. In Design and Technology children may be asked to solve problems and develop their learning independently or as part of a team. This will allow them to develop their social and teamwork skills alongside others.
Displays will be used to share and celebrate work throughout the school.
The design and technology curriculum across the school has been designed with reference to the complexity of the content and where wider curriculum links can be made. This ensures that the work covered is age appropriate with the correct level of challenge.
Key Stage 1
Year 1: Wheels and axels.
Year 2: Simple levers, wheels and linkages.
Key Stage 2
Year 3: Building a picture frame and Pneumatic Toy.
Year 4: Levers + Electrical systems (torches).
Year 5: Building bridges + Pulleys.
Year 6: Emoji Cushions (Textiles) + Electrical systems (Steady Hand Game).
Planning - Teachers should plan a variety of creative and practical activities in order to ensure that pupils are taught the knowledge, understanding and skills needed to engage in a process of designing, making and evaluating work so that their finished product becomes perfected.
Teaching - In KS1 pupils will be taught how to design, make and evaluate, but also to gain specific technical knowledge such as exploring how structures can be made stronger and using mechanisms (levers, slides, wheels). In KS2 pupils will also design, make and evaluate products, but their technical knowledge will develop and build on existing skills to strengthen and reinforce more complex structures, 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).
Learning - Pupils will 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.
Assessment - Pupils will be assessed formatively at the end of each lesson and summatively at the end of each unit of work. Teachers will assess if pupils are working below expected, at the expected level or working at greater depth against the D&T national curriculum objectives. Children will also be given the opportunities to self-evaluate their work and offer ways in which to improve it.
Through our curriculum the children build on their DT knowledge and skills each year. As designers, they are able to develop skills and attributes which they can use beyond school and into adulthood. They learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Ongoing assessment is used to inform differentiation, support and challenge required by the children. Displaying the children’s projects enhances the school environment and reflects the children’s sense of pride in their DT work. Curriculum provision will be monitored to ensure there is a positive impact on childrens’ learning. Monitoring will include pupil voice.
Everything we do is with the child in mind, and strong relationships are built between pupils and staff which create an atmosphere for learning which is conducive to success.
We measure the impact of our curriculum through the following methods:
- Summative assessment of pupil discussions about their learning.
- Images of the children’s practical learning.
- Interviewing the pupils about their learning (pupil voice).
- Annual reporting of standards across the curriculum.
- Self/peer evaluation and teacher feedback noted in books.
- Children’s progress is tracked yearly on DC Pro.