Design technology at simonstone st.peters
Subject Leadership
Victoria Greenwood (KS1 Teacher) and Lucy Fitzpatrick (KS2 Teacher)
Mrs k McKinlay (DT link Governor)
intent
At Simonstone, we aim to provide a high quality Design and Technology curriculum which promotes children’s creativity and imagination and allows them to become innovative designers, inventors and engineers. Our curriculum has been designed with our school community in mind to ensure opportunities are created for children to be inspired by DT and understand the link between this and other STEM subjects. Our knowledge maps provide children with key knowledge, skills and vocabulary. The Knowledge Maps also outline how each particular project links across the curriculum, to the wider world and future careers.
Children are given the opportunity to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values and to develop the practical expertise that is needed to undertake this. To promote children’s creative, technical and imaginative thinking we encourage them to design, create and evaluate products through an iterative approach, in which they constantly reflect on their product and adapt their design where necessary, with technical knowledge and relevant vocabulary shared at each stage.
When making their products, the children are given choice and a wide range of tools and materials to choose from. When evaluating, the children are taught to evaluate their own products against the initial design criteria to see how well it has met the needs and wants of the intended user and to identify any changes that could be made. We aim to make links to designs and designers throughout history, providing opportunities for children to critically reflect upon and evaluate others designs and the overall effectiveness of the product before evaluating their own.
Through our Design and Technology curriculum, the children have the opportunity to develop their skills in mechanisms, structures, textiles, mechanical systems, electrical systems and cooking and nutrition. We provide children with examples of technology in action, opportunities to analyse why everyday objects have developed in a particular way and the chance to apply their technological skills in a range of design tasks and challenges. We encourage children to express individuality and creativity in their work and to keep their own personalised sketchbooks where they can explore ideas, be inventive and take risks.
It is our aim for children to acquire a broad range of subject knowledge in design and technology, drawing on subjects such as mathematics, science, engineering, computing and art. Through the evaluation of past and present design and technology, they will develop a critical understanding of its impact on daily life and the wider world. They will be encouraged to take risks, becoming resourceful and innovative and will be supported to question and evaluate how things work, and consider ways to improve the world around them.
This meets the expectations set out in the National Curriculum.
Key Stage 1
Pupils will 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 mechanisms [for example, levers, sliders, wheels and axles], in their products
Key Stage 2
Pupils will 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
implementation
Knowledge Maps
Autumn |
Spring |
Summer |
| Year 3 and 4- Textiles- Traditional Mexican Poncho |
impact
We have designed our curriculum to ensure Design and Technology is taught consistently across school.
We have used the National Curriculum Alongside the Lancashire KLIPS to ensure progression.
As of March 2023, we have joined a Ribble Valley STEM enthuse partnership which is will enable us to provide resources, CPD, support and guidance for non-specialist Design Technology teachers.
We have created Knowledge Maps which offer a clear structure and sequence for staff to follow. The units have been planned in an order that best works with the main curriculum connectors. DT project books were implemented across the Key Stages. This now ensures that we are evidencing clear progression within a DT project, supporting the Design, Make and Evaluate sequence as well as including Knowledge organisers to support children’s key vocabulary and technical knowledge. DT books have been monitored and feedback provided to teachers in staff meetings to ensure our planning and delivery meets the needs of our children. The planning, teaching and learning is adapted to suit the needs of our children. The Knowledge maps have given staff the confidence to ensure the progression is clear and they are beginning to become much more confident in delivering Design technology lessons.
Design Technology in Action
