- Our School
- Key Information
- GENERAL INFORMATION
Leigh St Peter's
C.E. Primary School
Member of Staff Responsible: Mrs Amanda Andrews
Review Date: September 2020
At Leigh St Peter’s CE Primary, we aim to create a Design and Technology curriculum that is 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. 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.
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.
At Leigh St Peter’s CE Primary School, we aim to provide opportunities for children to experience designing, making and modifying, using a wide range of materials including card, textiles, construction materials and food.
We aim to develop children’s design and technology capability through:
Design and Technology is taught within thematic curriculum topics, allowing children to use knowledge and skills from a wide range of other curriculum areas. This will be achieved through practical activities in which children make good quality products, fit for their intended purpose. Children will be given the opportunities to investigate and explore their audiences and develop design briefs, fit for their product. Children will use an iterative design process whereby ideas may be transformed into objects as they continually evaluate their work. They will also have the opportunity to disassemble, investigate and evaluate existing products. It is hoped that they will have enjoyable, practical, learning experiences
In order to fulfil our intent, Design and Technology is planned for across the key stages and to fall in line with statutory guidelines. Design and Technology projects are planned carefully around the children’s interests, providing opportunities for the development of skills and integration with other subjects. Learning activities are sequenced to ensure progression and taught through direct skills teaching. Children can then embark on the iterative making process, choosing from their range of developing skills.
Planning for Design and Technology is embedded through each thematic curriculum topic knowledge, skills and concept organiser. Class teachers will embed skills through projects linked to the content of each topic covered. We ensure, where possible, we make use of the local environment and the cross-curricular links within topics and year groups. Our topic knowledge, skills and concept organisers give more detailed information on learning expectations throughout the creative curriculum topic and there are links to other subject areas based on the objectives in the curriculum mind map. The Design and Technology subject leader keeps and reviews and monitors these organisers. The class teacher is responsible for annotating the thematic mind maps and KSC organisers (medium-term plans) to reflect how the process is going. These plans list the specific learning objectives of each lesson and reflect differentiated tasks based on the teacher’s assessment of the children’s ability.
We use a variety of teaching and learning styles in design and technology lessons. Our principal aim is to develop children’s skills, knowledge and understanding. Sometimes we do this through whole-class teaching, while at other times we engage the children in a research and design and make activity. We encourage the children to ask, as well as answer questions, which will help them to investigate and evaluate products they are presented with. They have the opportunity to use various materials, such as wood, plastic and fabric and use these in a variety of ways. They use ICT in D&T lessons where it enhances their learning. The children develop their speaking and listening skills through discussions, evaluations and presenting reports to the rest of the class. They engage in a wide variety of problem-solving activities.
Design and Technology teaching and learning follows this process: (Example Year 6 Topic: Grand Prix!)
|Key People: (Ensure opportunities for children to write/apply sentence level work)|
|Thomas Edison||Thomas Alva Edison was an American inventor and businessman, who has been described as America’s greatest inventor. He developed many devices in fields such as electric power generation, mass communication, sound recording, and motion pictures||Karl Benz||Karl Friedrich Benz was a German engine designer and automobile engineer. His Benz Patent Motorcar from 1885 is considered the first practical automobile. He received a patent for the motorcar on 29 January 1886.|
|Nikola Tesla||Nikola Tesla was a Serbian-American inventor, electrical engineer, mechanical engineer, and futurist who is best known for his contributions to the design of the modern alternating current electricity supply system||Margaret A Wilcox||Margaret A. Wilcox, was an American engineer, and one of the first women mechanical engineers. She is notable for inventing the first automobile heater and the first combined clothes and dishwasher machine.|
|Henry Ford||Henry Ford was an American captain of industry and a business magnate, the founder of the Ford Motor Company, and the sponsor of the development of the assembly line technique of mass production||Mary Anderson||Mary Elizabeth Anderson was an American real estate developer, rancher, viticulturist and inventor of the windshield wiper blade. On November 10, 1903 Anderson was granted her first patent for an automatic car window cleaning device controlled from inside the car, called the windshield wiper|
|How have cars had an impact on the world?||People/Economy/Employment/Travel & Relocation/Death & Injury/Laws / Environmental Impact|
|How has electricity/circuits impacted on the world?||Employment/Communication/Computing/Housing e.g. Heating/TV/Radio/Cars/Toys/Internet|
|What was life like before cars/electricity?||Consider all of the above and how life would be prior to the invention of electricity.|
|Design Stage: See D&T Project Booklet|
|Evaluating existing products: Investigating an existing product.|
|Establishing the design criteria:
Designing: My survey/questionnaire/interview results – outlining the results of the research from potential users in respect of the types of design they would find appealing.
Designing: Overview – outlining what is being designed, the user, the purpose, etc.
Designing: Design criteria for my product
|Generating ideas for a design:
Designing: Ideas for my product (this is for the children’s first ideas.
Designing: Improving and developing the best ideas for my product (this is where children show they can develop their first ideas, maybe combining the best features from the different ideas they started with, also adding detail.
Designing: Presenting my selected design idea (this is for children to detail the product they intend to make – it is not their “final design” as they need to be encouraged to modify their design throughout the making process as they find and overcome problems and, perhaps, have other and better ideas to modify their design – this is the iterative process.
|Planning the making stage:
Making: Selecting the tools, equipment, materials and components.
Making: Planning the work.
|Children to apply joining, cutting, measuring, shaping and finishing skills.
During the ‘Make’ stage teachers to guide children to reflect on their techniques and skills. To annotate on drawings/plans stating changes/adaptations they have made throughout. Children to assess each other’s products throughout this stage and offer feedback. Children will:
|What skills and techniques have I developed/need to develop?||Evaluate their ideas and products against their own design criteria.|
|Which stage of the design and make process have I struggled with? Why?||What would I do differently next time to improve my work?|
|Evaluating:A presentation drawing of my finished product.
Evaluating: My own thoughts about my product (there are two alternative versions of this sheet)
Evaluating: User’s evaluation sheet (a sheet to collect feedback from the person/people you made the product for)
Assessment is used to inform future planning and to provide information about individuals throughout their time in this school. Assessment techniques will ensure that teachers assess the on-going design process and not just the finished products or outcomes.
These techniques should include:
When reviewing the children’s progress in Design and Technology, teachers must consider children’s:
We assess children’s work in Design and Technolgy by making informal judgements as we observe them during lessons. On completion of a piece of work (the outcome), the teacher marks the work and comments as necessary, moving the children forward. At the end of each term, teachers will complete a thematic curriculum assessment, through which the Design and Technology skills taught so far will be stated. Teachers will record the name of the children who are on target, those who are exceeding and those who require further support through Target Tracker. This assessment will be given to the Design and Technology coordinator to analyse and review.
Health and Safety
Health and safety is vital when undertaking any design and technology project. Risk assessments are completed for all tools and are stored on the schools computer shared area for all staff members to access, before setting up any equipment. It is the responsibility of all staff to establish safe practice in the classroom. A set of safety guidelines for design and technology can be referred to in the Health and Safety School Policy.
The outcomes of the pupils in our school are an important measure of our success. By the end of each key stage, we expect our children to be able to demonstrate key curriculum skills, which include:
|KEY STAGE 1:||KEY STAGE 2:|
Cooking and Nutrition
Cooking and Nutrition: