Design Technology
Intent
Design and Technology encourages pupils to learn to think creatively and apply learnt technical skills and knowledge to solve problems and perform everyday tasks with confidence. Children are empowered to design and make high-quality prototypes that solve real and relevant problems within a variety of contexts, in response to a given design brief. They are supported in developing a repertoire of knowledge, understanding and skills, including the principals of nutrition and learning how to cook. Pupils develop the ability to critique, evaluate and test their ideas and products and those of others.
Implementation
St Michael’s uses units from the Kapow Primary scheme of work to deliver Design Technology (DT) within the key areas of: Cooking and Nutrition, Mechanisms/Mechanical systems, Structures and Textiles. The teaching of Electrical Systems is delivered through our science curriculum.
The DT curriculum is cyclical and children will re-visit key areas during their time at St Michaels. Each time a theme is revisited, prior knowledge is utilised so that learning builds upon previous foundations. Similarly, each time a key area is revisited, it is done so with greater complexity to ensure learning is taking place with increasing depth.
Through a variety of creative and practical activities, the children learn the technical knowledge and skills needed to engage in the process of designing, making and evaluating. The children evaluate existing products. They are then taught the specific skills needed to meet the needs of a design brief. As a group or an individual, they then design and create products that consider function and purpose. Subject specific vocabulary is taught to support learning.
Impact
Children build and apply a schema of knowledge and skills which enable them to design and make high-quality products. They can evaluate their ideas and products and the work of others This includes the principles of nutrition and the ability to prepare meals.
Key Documents
Design Technology in Early Years
Child led learning plays a large role in Reception. DT is modelled and scaffolded to allow pupils a deeper understanding of key concepts. Direct teaching takes the form of clear & concise teacher explanations and explicit modelling of skills using the ‘I do, We do, You do’ model. Children will then be provided with the opportunity to implement these skills independently. Adults will listen to the children’s ideas and help them evaluate by offering suggestions and responding to their ideas.
Design Technology in Key Stage One
Our whole school approach to learning is reflected in provision for Design Technology. Recall tasks are used to check existing knowledge at the beginning of each topic, ensuring key knowledge is checked and consolidated. New content is introduced in a carefully planned and logical sequence which includes a focus on technical vocabulary. Direct teaching takes the form of clear & concise teacher explanations and explicit modelling of skills using the ‘I do, We do, You do’ model. Children will then be provided with the opportunity to implement these working skills independently.
Design Technology in Key Stage Two
KS2 continues to develop the good practice introduced in KS1. Existing knowledge is again checked and consolidated before new content is introduced in a carefully planned and logical sequence. Again, this includes a focus on technical vocabulary, which is modelled and taught. Direct teaching takes the form of clear & concise teacher explanations and explicit modelling of skills using the ‘I do, We do, You do’ model. Children are then be provided with the opportunity to implement these working skills independently, producing a series of possible outcomes from which they select. End results are self-evaluated identifying successes and improvements.
