Design Technology
Tell me and I will forget; show me and I may remember; involve me and I will understand.’
Confucius (Chinese Philosopher 551 – 479 BCE)
Children will learn the skills and processes necessary to develop and facilitate their creativity. The children will experience a variety of different techniques and mediums through which they can express their ideas, thoughts and feelings.
The field of creativity that exists within each individual is freed by moving out of ideas of wrong-doing or right doing.
Angeles Arrien
The opportunities to develop creative skills will progress over time ensuring that techniques are taught clearly in an exciting, intriguing format allowing the children to build upon previous experiences.
DET Curriculum Principles
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The Bigger Picture
Lessons follow a narrative and form part of a coherent map which is effectively sequenced and planned. As a result, students are supported to build schemas in their long-term memory to help retention and support application of knowledge.
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Knowledge Rich
The subject curricula combine a rich blend of knowledge and the related disciplinary skills. Acquiring fundamental knowledge and being able to quickly access relevant information from memory are prerequisites for deeper learning and reasoning.
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Literacy Development
Literacy is at the heart of the curriculum and students’ ‘disciplinary literacy’ is prioritised. Vocabulary rich lessons ensure students have the opportunity to develop their vocabulary (including tier 2/3 vocabulary) , extending knowledge and helping them to become confident communicators and learners. Students have the opportunity to read appropriately complex texts, break down complex writing tasks, combine writing instruction with reading and use structured talk in order to increase students’ understanding across the curriculum. Where necessary students are provided with individual literacy support in support of the aim for all to leave school with the ability to comprehend and communicate effectively through reading, writing, speaking and listening skills.
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Enrichment
Varied experiences enrich lives, engage imaginations, stretch skills and allow students to think creatively and independently. We recognise that reading is an essential tool in developing layers of meaning and knowledge - simply put, read more and know more.
National Curriculum: Purpose of study for Design and Technology
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 for design and technology aims to ensure that all pupils:
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develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
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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
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critique, evaluate and test their ideas and products and the work of others
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understand and apply the principles of nutrition and learn how to cook.
Curriculum Overview
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Y1 |
Mark Making |
DT:Eat More Fruits and Vegetables |
Colour Creations |
Moving Minibeasts |
Yayoi Kusama |
Stable Structures |
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Y2 |
Self Portrait |
Puppets |
Earth Art |
Vehicles |
Henri Rousseau |
Perfect Pizzas |
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Y3 |
William Morris |
Storybooks |
Famous Buildings |
British Inventors |
Seurat and Pointillism |
Light-Up Signs |
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Y4 |
Plant Art |
Seasonal Stockings |
Sonia Delaunay |
Making Mini Greenhouses |
Recycled Art |
Seasonal Food |
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Y5 |
Chinese Art |
Building Bridges |
Frida Khalo |
Chinese Inventions |
Street Art |
Fashion and Textiles |
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Y6 |
Landscape Art |
Programming Pioneers |
Sculpting Vases |
Bird House Builders |
Express Yourself |
Burgers |
Early Years
The development of children’s artistic and cultural awareness supports their imagination and creativity.The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.
When Creating with Materials children at the expected level of development will
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Safely use and explore a variety of materials,tools and techniques,experimenting with colour,design,texture,form and function.
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Share their creations explaining the process they have used.
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Make use of props and materials when role playing characters in narratives and stories.
When being Creative and Expressive children at the expected level of development will
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Invent, adapt and recount narratives and stories with peers and their teacher;
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Sing a range of well-known nursery rhymes and songs;
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Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music
ELG Fine Motor Skills
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Use a range of small tools, including scissors and paintbrushes
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Begin to show accuracy and care when drawing.
Through continuous provision Nursery children will learn to:
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Join different materials using different techniques such as how to use adhesive tape and different sorts of glue.
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Explore different materials freely, to develop their ideas about how to use them and what to make.
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Develop their own ideas and then decide which materials to use to express them.
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Create closed shapes with continuous lines and begin to use these shapes to represent objects.
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Draw with increasing complexity and detail, such as representing a face with a circle and including details.
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Use drawing to represent ideas like movement or loud noises.
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Show different emotions in their drawings and paintings, like happiness, sadness, fear, etc.
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Explore colour and colour mixing
Through continuous provision Reception children will learn to:
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Explore, use and refine a variety of artistic effects to express their ideas and feelings.
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Create collaboratively, sharing ideas, resources and skills.
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Return to and build on their previous learning, refining ideas and developing their ability to represent them.
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
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design purposeful, functional, appealing products for themselves and other users based on design criteria
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generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
Make
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select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
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select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
Evaluate
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explore and evaluate a range of existing products
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evaluate their ideas and products against design criteria
Technical knowledge
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build structures, exploring how they can be made stronger, stiffer and more stable
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explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.
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
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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
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generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Make
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select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
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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
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investigate and analyse a range of existing products
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evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
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understand how key events and individuals in design and technology have helped shape the world
Technical knowledge
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apply their understanding of how to strengthen, stiffen and reinforce more complex structures
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understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
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understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
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apply their understanding of computing to program, monitor and control their products.
