D&T

D&T Curriculum Intent Statement

At Dilton Marsh C of E Primary School we value D&T as an important part of the children’s entitlement to a broad and balanced curriculum that is relevant to our rapidly changing world. We encourage children to use their creativity and imagination, to design and make products that solve relevant problems within a variety of contexts.  

Through our school vision, we strive to have children who ‘have a passion for life-long learning’ and ‘curiosity’ to explore different designers and develop a more rigorous understanding of D&T. We want our children to learn to think and intervene creatively to solve problems both as individuals and as members of a team considering their own and others’ needs, wants and values. Our D&T curriculum provides children with opportunities to research, represent their ideas, explore and investigate,  develop their ideas, make a product and evaluate their work. Children will be exposed to a wide range of media including textiles, food and woodwork; through this, children will develop their skills, vocabulary and resilience.

D&T in our school is about inspiring the children in a rigorous and practical subject exposing them to high quality designers, engineers and inventors. The staff at Dilton Marsh C of E Primary School ensure that all children are exposed to high quality teaching and learning experiences, which allow children to explore and tackle real problems. We believe that high-quality D&T lessons will inspire children to think independently, innovatively and develop creative, procedural and technical understanding.

We aim to immerse our children in different cultures through D&T to aid their knowledge and understanding. Understanding what it is to be British and the values of our nation are central to our work and through D&T, we intend to play a role in this by developing a knowledge and appreciation of the traditions of British inventors, designers and sculptors and the ways in which D&T has been central to our culture throughout history.

Aims

The national curriculum for Design and Technology aims to ensure that all pupils:

  • 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

Implementation

In ensuring high standards of teaching and learning in D&T, we implement a curriculum that is progressive throughout the whole school. We develop our learners’ confidence in their work by providing continual support and encouragement.

D&T is taught as part of a half-termly topic focusing on knowledge and skills stated in 2014 Primary National Curriculum in England and, ‘Expressive Arts and Design’ in the Early Years Foundation Stage.

At Dilton Marsh C of E Primary School we ensure that Design Technology is given the same importance as the core subjects, as we feel this is important in enabling all children to gain ‘real-life’ experiences. Teachers plan lessons for their class using PlanBee and our progression of knowledge and skills documents. We ensure that the planned activities for our children are challenging, relevant and enjoyable.

Early Years Foundation Stage

Pupils explore and use a variety of media and materials through a  combination of adult directed and independent activities.

  • Children sing songs, make music and dance, and experiment with ways of changing them
  • They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
  • Children use what they have learnt about media and materials in original ways, thinking about uses and purposes
  • They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.

Key Stage 1

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

  • 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 materials

Key Stage 2

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.

 Cooking and nutrition

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. 

Pupils should be taught to:

Key stage 1

  • use the basic principles of a healthy and varied diet to prepare dishes
  • understand where food comes from.

Key stage 2

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

Impact

As designers children will develop skills and attributes they can use beyond school and into adulthood. Our D&T Curriculum is high quality, well thought out and is planned to demonstrate progression. 

Our children enjoy the self-expression that they experience in D&T. They are always very keen to learn new skills and perfect those shown to them through hard work and determination.

We measure the impact of our curriculum through moderation in staff meetings where pupil’s books are scrutinised and there is the opportunity for dialogue between teachers to understand their class’s work. Learning walks will also be completed where pupils will be interviewed about their learning (pupil voice). 

Children in Early Years Foundation Stage are assessed within Expressive Arts and Design. Age related expectation levels are reported at the end of the year.