St Francis Church of England Aided Primary School and Nursery

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Design Technology

NB Whilst we transition to our new 'Cornerstones 22' Curriculum, we are ensuring we have completed all the necessary learning for 2021-2022. As a result, Summer 1 is an exciting time of immersion into Design and Technology. Below is the plan.

Design and Technology Curriculum Overview

Design and technology overview

 

The design and technology projects are well sequenced to provide a coherent subject scheme that develops

children’s designing, planning, making and evaluating skills.

 

Each project is based around a design and technology subject focus of structures, mechanisms, cooking and

nutrition or textiles. The design and technology curriculum’s electronic systems and IT monitoring and control

elements are explicitly taught in our science projects to ensure the links between the subjects are highlighted.

Where possible, meaningful links to other areas of the curriculum have been made. For example, the cooking

and nutrition project Eat the Seasons is taught alongside the geography project Sow, Grow and Farm. All the

projects follow a structure where children are introduced to key concepts and build up knowledge and skills

over time, using a more comprehensive range of equipment and building, cutting, joining, finishing and cooking

techniques as they progress through school.

 

All projects contain focused, practical tasks in the Develop stage to help children gain the knowledge and skills

needed to complete their Innovate tasks independently.

 

Throughout Key Stages 1 and 2, children build up their knowledge and understanding of the iterative design

process. They design, make, test and evaluate their products to match specific design criteria and ensure they

fit their purpose. Throughout the projects, children are taught to work hygienically and safely.

 

Key Stage 1

In the autumn term of Year 1, children begin to learn about structures in the project Shade and Shelter before

designing and making a shelter. In the spring term project Taxi!, they learn the term ‘mechanism’ and assemble

and test wheels and axles. In the summer term, children begin to learn about food sources in the project Chop,

Slice and Mash and use simple preparation techniques to create a supermarket sandwich.

In the autumn term of Year 2, children learn more about food in the project Remarkable Recipes, where they

find out about food sources, follow recipes and learn simple cooking techniques. In the spring term project

Beach Hut, children develop their knowledge of structures further, learning to cut, join and strengthen wood

for the first time. In the summer term, children begin to develop their understanding of textiles in Cut, Stitch

and Join. They learn to sew a simple running stitch, use pattern pieces and add simple embellishments. They

also continue to learn about mechanisms in the project Push and Pull by using sliders, levers and linkages in

products.

 

Lower Key Stage 2

In the autumn term of Year 3, children continue to learn about food, understanding the concept of a

balanced diet and making healthy meals in the project Cook Well, Eatwell. In the spring term project Making it

Move, children extend their understanding of mechanisms by exploring cams and using joining and finishing

techniques to make automaton toys. In the summer term project Greenhouse, they continue to develop their

knowledge of structures, using triangles and braces for strength. They design and build a greenhouse, using

their understanding of opacity and transparency and the needs of plants from science learning to inform their

design.

 

In the autumn term of Year 4, children continue to develop their understanding of food in the project Fresh

Food, Good Food. They learn about food safety and preservation technologies before designing and making

packaging for a healthy snack. During the spring term project Functional and Fancy Fabrics, children continue to

explore textiles, learning about the work of William Morris before designing, embellishing and finishing a fabric

sample. In the summer term project Tomb Builders, they build on their knowledge of mechanisms, learning

about six simple machines and using their knowledge to create a lifting or moving device prototype. They also

explore and use electrical systems and IT monitoring and control in the science project Electricity for the first

time.

 

Upper Key Stage 2

In the autumn term of Year 5, children deepen their understanding of mechanisms by studying pneumatic

systems in the project Moving Mechanisms. They learn about the forces at play and create a prototype for a

functional, pneumatic machine. In the spring term project Eat the Seasons, children continue to explore food

and nutrition, learning about seasonal foods and the benefits of eating seasonally. In the summer term, they

learn more about structures in the project Architecture, studying the history of architecture and developing

new ways to create structural strength and stability. They use computer-aided design and consolidate their

making skills to produce scale models. They also explore the electrical conductivity of materials before making

products incorporating circuits in the science project Properties and changes of materials.

 

In the autumn term of Year 6, children learn about processed and whole foods in the project Food for Life,

creating healthy menus from unprocessed foods. In the spring term project Engineer, children consolidate

their knowledge of structures, joining and strengthening techniques and electrical systems by completing a

bridge-building challenge. In the summer term project Make Do and Mend, they extend their knowledge of

textiles by learning new stitches to join fabrics and using pattern pieces to create a range of products.

Throughout the design and technology scheme, there is complete coverage of all national curriculum

programmes of study.

Our Design and Technology curriculum aims to inspire children through a broad range of practical experiences to create innovative designs which solve real and relevant problems within a variety of different contexts. The iterative design process is fundamental and runs throughout our learning. This process encourages children to identify real and relevant problems, critically evaluate existing products and then take risks and innovate when designing and creating solutions to the problems. As part of the iterative process, time is built in to reflect, evaluate and improve on prototypes using design criteria throughout to support this process. We provide opportunities for children to evaluate key events and individuals who have helped shape the world, showing the real impact of design and technology on the wider environment and helping to inspire children to become the next generation of innovators.  

Our Design Technology Curriculum intends to: 

 

Reflection – provide opportunities the children to evaluate existing designs as well as reassess their own as they are designing to enable improvements to be made.   

 

Exploration – provide opportunities to work with different materials and  

 

Cooperation – enable children to work together to solve problems, share ideas and expertise and gain an understanding of how designers work collaboratively.   

  

Independence – let the children explore their own ideas and designs whilst developing their skills .  

 

Perseverance – provide opportunities to revisit skills and practice them in order to improve.  

 

Engagement – excite the children and provide experiences and inspirations from different times and cultures.  

 

Golden Threads 

 

Spirituality – appreciate that life is bigger that we can think, it’s also bigger than we can imagine. Design is a great way to go beyond the thinkable.  How ethical design decisions impact the world we live in.  

 

Diversity – offer opportunities to explore the work of designers and designs from different times and cultures and that great design makes the world accessible to all.  

 

Ambition - ignite curiosity in the children of how design is rapidly changing our lives and they can be part of the future of this journey.   

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