Design and Technology at Thringstone develops children’s skills and knowledge in design, structures, mechanisms, electrical control and a range of materials, including food. It encourages children’s creativity and encourages them to think about past and present technology, its uses and impacts. Our DT curriculum will develop imaginative thinking in children to enable them to talk about what they like and dislike when designing and making. It will enable children to talk about how things work, and to draw and model their ideas. Throughout this curriculum children will be encouraged to select appropriate tools and techniques for making a product, whilst following safe procedures.
How is it taught?
At Thringstone, we use Kapow's scheme of work for Design & Technology as a start point. This ensures children are taught the National Curriculum:
- 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.
We use four key strands to ensure the National Curriculum Programme of study is covered:
- Design
- Make
- Evaluate
- Technical Knowledge
Early Learning Goals:
Expressive Art and Design:
- Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
- Share their creations, explaining the process they have used.
Key stage 1:
Through a variety of creative and practical activities, pupils are taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They work in a range of relevant contexts [for example, school, gardens and playgrounds, the local community 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 product, 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:
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 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 circuit incorporating switches, bulbs, buzzers and motors]. Apply their understanding of computing to program, monitor and control their products.