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North Cadbury Church of England Primary School

‘To be the best we can be’

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North Cadbury Church of England Primary School

‘To be the best we can be’

Design and Technology

Purpose of Study

 

Design and Technology (DT) 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.

 

Aims

 

The National Curriculum for design and technology aims to ensure that all pupils:

 

  • 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.

 

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

KS1

 

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

 

  • 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.

 

 

KS2

 

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

 

  • 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

What does this look like at North Cadbury Primary School?

 

Attach – NC 1 to 6 development in DT

How do we plan for progress in DT?

 

By planning for progress, we ensure all children have the opportunity to improve in their skills alongside developing their knowledge of DT techniques and materials. For fuller details please see our progression document below that neatly outlines what progress should look like from our youngest children through to our Year 6 leavers.

What would you see in an DT lesson?

 

In DT lessons at North Cadbury School, you will see the sequence of well-planned lessons and activities where teachers use a range of sources, materials and resources, including ICT resources, to ensure progressive learning and acquisition of skills.  You will see lessons full of engaged and motivated pupils alongside teachers that have high expectations of pupils’ learning.  DT is often taught as an intrinsic part of a topic from other subject areas such as weather or making mummified cats in Ancient Egyptians, but does also happen in discrete blocks, such as a unit on making pinatas. 

Where/How do we record DT?

 

At North Cadbury you will see a variety of evidence from photos of hands-on activities on Tapestry and children’s work on display. Some of the amazing creations though will have undoubtedly gone home to be shared with families.

How do we assess DT?

 

We use Teacher Assessment at the end of the academic year to children’s progress in DT by assessing them against of Progression of Skills.  We take into account their contributions in lessons as well as the work they have produced.

How do we tailor the learning to all students?

 

Differentiation is key to planning to ensure all students understand and can make progress in their learning.  At North Cadbury all students have the opportunity to explore different techniques and materials in DT and all success is celebrated.  It is important that all children can make progress, whatever their starting point.

Which hashtags do we use to signpost DT on Tapestry?

 

#PixieDT

#UnicornDT

#PhoenixDT

#DragonDT

#DTEnrichment

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