Learning
Design Technology
Aims of DT at St Stephen's
At St Stephen’s CE Primary School, we believe that design technology prepares children to take part in the development of tomorrow’s rapidly changing world. Creative thinking encourages children to make positive changes to their quality of life. The subject encourages children to become autonomous and creative problem-solvers, both as individuals and as part of a team. It enables them to identify needs and opportunities and to respond by developing ideas and making products and systems.
Objectives:
- To develop imaginative thinking in children and to enable them to talk about what they like and dislike when designing and making;
- To enable children to talk about how things work, and to draw and model their ideas;
- To encourage children to select appropriate tools and techniques for making a product, whilst following safe procedures;
- To explore attitudes towards the made world and how we live and work within it;
- To develop an understanding of technological processes, products, and their manufacture, and their contribution to our society;
- To foster enjoyment, satisfaction and purpose in designing and making.
Implementation of Policy
At St Stephen’s CE Primary School, through the study of design and technology children combine practical skills with an understanding of aesthetic, social and environmental issues. This allows them to reflect on and evaluate present and past design and technology, its uses and its impacts.
Design and technology helps all children to become discriminating and informed consumers and potential innovators.
We have used the best research to create a well sequenced and progressive curriculum map, containing the key concepts children need to be procedurally fluent in, to work and think like professional design technologists.
Curriculum map
|
Year Group |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
|
Nursery |
All About Me! -Autumn |
Traditional Tales My home |
Weather Wonders! Weather |
The Great Outdoors Weather, seasons |
The World: Amazing Animals |
Going Places! transport, comparing Spain to the UK seaside |
|
Reception |
Where we live - myself |
Where we live – my house.
Where we live – West Bowling |
Living memory When I was little |
Living Memory Growth |
The World: Map of the UK
|
Asia – China
Look at different styles of buildings, weather |
|
Year 1 |
Where we live – West Bowling & my street |
Where we live – West Bowling & my neighbourhood |
Captain Moore |
Rosa Parks |
Africa |
Africa – a country of choice |
|
Year 2 |
Where we live – Bradford – Our city |
Where we live – Bradford – contrasting areas in Bradford |
Queen Victoria |
Neil Armstrong |
Antarctica |
Antarctica – a country of choice
|
|
Year 3 |
Haworth (class name study)
UK - cities |
N/A |
N/A |
N/A |
Australia |
Australasia |
|
Year 4 |
Uk -Countries |
Uk- Capital cities |
Anglo Saxons settlement and migration |
Viking and Anglo-Saxon struggle for the Kingdom of England
|
Europe – Area or city, compare to UK one Paris compared to UK
|
Europe - a country of choice compared to UK Italy compared to Uk |
|
Year 5 |
Europe – main countries – map skills |
Europe –human and physical features comparison
|
Ancient Egyptians |
Ancient Greece |
North America - as a whole |
North America – a country of choice - |
|
Year 6 |
N/A |
West Bowling – industrial revolution
|
Mayan |
WW2
|
N/A |
South America - come and visit? Protect the place?! |
National Curriculum Coverage
Key Stage 1
By the end of 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].
During Key Stage 1, when designing and making, pupils should be taught to:
Design
|
|
Coverage at St Stephen’s |
|
Design purposeful, functional, appealing products for themselves and other users based on design criteria |
Year 1 – Aut 1 & Aut 2- West Bowling- My street and neighbourhood Year 1- Spr 1 & Spr 2- Captain Moore and Rosa Parks Year 1- Sum2-Africa Year 2 – Aut 1 and Aut 2 Year 2- Spr 1 and Spr 2 Year 2- Sum1 |
|
Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology |
Year 1 – Aut 2- West Bowling- My Neighbourhood Year 1- Spr 1- Captain Moore Year 2 - Aut 2 Year 2- Spr2 Year 2- Sum1 |
Make
|
|
Coverage at St Stephen’s |
|
select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] |
Year 1 – Aut 1 & Aut 2 - West Bowling- My street and my neighbourhood Year 1-Spr1- captain Moore Year 2 – Spr 1 Year2- Sum1 |
|
select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics |
Year 1 – Aut 2- My neighbourhood Year 1- Spr2- Rosa Parks Year 1- Sum1-Africa Year 2 – Aut 1 Year 2- Spr 1 and Spr 2 Year 2- Sum1 and Sum 2 |
Evaluate
|
|
Coverage at St Stephen’s |
|
explore and evaluate a range of existing products |
Year 1 –Spr2- Rosa Parks Year 1- Sum1- Africa Year 2 – Aut 1 Year 2- Spr 1 Year 2- Sum1 and Sum2 |
|
evaluate their ideas and products against design criteria |
Year 1 – Aut 1 & Aut 2 - West Bowling- My street and neighbourhood Year 1- Spr 1- and Spr 2- Captain Moore and Rosa Parks Year 1- Sum2- Africa Year 2 – Aut 1 and Aut 2 Year 2- Spr1 Year 2- Sum 2 |
Technical Knowledge
|
|
Coverage at St Stephen’s |
|
build structures, exploring how they can be made stronger, stiffer and more stable |
Year 1 – Aut2- West Bowling- my neighbourhood Year 1- Sum1- Africa Year 2 – Aut 2 Year 2- Spr2 Year 2 – Sum 2 |
|
explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products. |
Year 1 – Aut2- West Bowling- my neighbourhood Year2- Aut 1 Year 2- Spr 1 Year 2- Sum1 |
Strand developments across the St Stephen’s
Accordion content
Links to developing English and maths
Accordion content
Assessment statements
Within each of our units of learning, there will be details of the assessment statements that pupils and staff use in design technology
Cultural Capital
Accordion content
Additional school activities to enhance the curriculum
Accordion content
Vocabulary development
Within each of our units of learning, there will be details of the vocabulary that we expect pupils to know.
What knowledge must the children know in each unit
Within each of our units of learning, there will be details of the knowledge that we expect pupils to remember.
Promoting British values
Accordion content
Half termly curriculum booklet articles
Each half-term, pupils and home are provided with a booklet outlining what pupils are learning, how home can help, useful websites and the vocabulary we will be using. To see the design technology examples of these, click on the year group below.
Useful websites
Within each of our units of learning, there will be details of websites that can support home and further learning beyond the classroom.