Design and Technology
At Southmead Primary, we have planned our Design and Technology (D&T) curriculum for both Key Stage 1 & Key Stage 2 so that our children will gain a purposeful experience of DT and one which systematically improves their knowledge, skill and understanding in the subject. We aim for children to gain a ‘hands on’ understanding of the world around them, where they can recognise how design and manufacture influences their lives , to become explorative, independent, resilient, technically proficient, creative thinkers, who have a good understanding of what a good finished product looks like.
We implement our Design & Technology lessons through cross curricular links to science, maths and computing and art. Pupils also have a chance to experience Design & Technology in real life tasks through our local and regional STEM challenges in which Southmead Primary have excelled.
Throughout our school the children will learn ideate, design, make, evaluate:
– children should have a clear idea of who they are designing and making products for, considering their needs and interests.
- 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
-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 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
- 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.
- explore and evaluate a range of existing products
- evaluate their ideas and products against design criteria
- 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
- 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.
- 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.
- use the basic principles of a healthy and varied diet to prepare dishes and 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.
We will deliver a curriculum that:
• Allows children to develop functional, appealing products that are aimed at particular individuals or groups and are fit for purpose.
• Promotes analytical thinking, in identifying the features, problems and solutions in products.
• Will challenge children to research information and think for themselves, give reasoned solutions, work independently and cooperatively and be enterprising.
• Will build on prior learning to progress the language of technology, the use appropriate tools and there varied techniques.
• Creates an exciting, enjoyable and engaging environment and memorable learning experiences.
• Allows children to consider the views of others, evaluate their ideas and products against their own design criteria to improve their work.
• Improves children’s understanding of the concepts of ideate, design, make and evaluate alongside specific skill, knowledge and understanding in food technology, textiles, structures and electrical and mechanical systems.
• Can be adapted across the curriculum to fit into a variety of topics and themes.
EYFS ART AND DT CURRICULUM
In DT our children are encouraged to explore the properties of materials and how they can be used and combined creatively and purposefully. Children are encouraged to reflect on their creations and how they can be improved. Each classroom and the outdoor area have a designated, independent, creative area. Here the children can explore cutting, assembling, attaching and manipulating materials imaginatively, experimenting with colour, design, texture, form and function. They develop skills using a variety of tools that have first been modelled by staff, and are supported in mastering and adapting these skills safely.