Design and Technology

Our Vision

Intent

Through our teaching of Design and Technology, Ribble Drive Primary School aims to provide pupils with the knowledge, understanding and skills needed to become critical thinkers, forward planners and effective problem solvers. This intent is further supported by the following aims:

1. To develop pupils’ enjoyment and interest in Design and Technology in an increasingly technical world.
2. To develop the creative, technical and practical expertise needed to perform everyday tasks confidently.
3. To understand and apply the principles of nutrition and learn how to cook.
4. To apply a growing body of knowledge, understanding and skills in order to design and make prototypes and products for a wide range of users.
5. To encourage children to select appropriate tools and techniques when making a product, whilst following safe procedures.
6. To develop an understanding of technological processes and products, their manufacture and their contribution to our society.
7. To investigate and analyse a range of existing products.
8. To critique, evaluate and test their ideas and products and the work of others.
9. To understand how key events and individuals in design and technology have helped shape the world

Implementation

At Ribble Drive Primary School we have chosen to use a published Scheme of Work, Kapow Design and Technology, to teach the Design and Technology Curriculum in EYFS, Key Stage 1 and 2.  This scheme enables our teachers to deliver creative, inspiring and engaging lessons and provides for progression in skills and knowledge. There are 5 key strands to the scheme which support the coverage of the EYFS Framework and National Curriculum attainment targets as well as each of the strands for KS1 and KS2.  The 5 key strands developed through our scheme are:

• Design
• Make
• Evaluate
• Technical knowledge
• Cooking and nutrition

Kapow Primary’s Design and Technology Scheme has a clear progression of skills and knowledge within these five strands across each year group.  The scheme offers full coverage of the EYFS Expressive Art and Design component, Key Stage 1 and Key Stage 2 Design and Technology curriculum and the content has been categorised into 5 areas:

• Mechanisms/ Mechanical systems
• Structures
• Textiles
• Cooking and nutrition
• Electrical systems (Key Stage 2 only)
• Digital world (Key Stage 2 only)

Each of our key areas follows the design process (design, make and evaluate) and has a particular theme and focus from either the technical knowledge or cooking and nutrition section of the curriculum.  Kapow’s Scheme is a spiral curriculum, with key areas revisited again and again with increasing complexity, allowing pupils to revisit and build on their previous learning.

Lessons incorporate a range of teaching strategies from independent tasks, paired and group work including practical hands on, computer based and inventive tasks.  This variety means that lessons are engaging and appeal to those with a variety of learning styles.  Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary.

 EYFS

In Reception, young children will develop their skills through exploration of materials, construction and evaluation through well-resourced continuous provision and child centred learning opportunities.  They will also learn how to play and communicate imaginatively by developing narratives for role play, building play scenarios and working collaboratively with their peers.

Key Stage 1

In KS1 children will be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making.  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.

Key Stage 2

In KS2 children will be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making.  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

Impact

Children will become creative learners who learn how to take risks, become resourceful, innovative, enterprising and capable citizens.  This will be evidenced through their sketchbooks, progression grids and final project work.  Pupils should leave school equipped with a range of skills to enable them to succeed in their secondary education and be innovative and resourceful members of society.

Children will be able to:

• Understand the functional and aesthetic properties of a range of materials and resources.
• Understand how to use and combine tools to carry out different processes for shaping, decorating and manufacturing products.
• Build and apply a repertoire of skills, knowledge and understanding to produce high quality, innovative outcomes, including models, prototypes, CAD, and products to fulfil the needs of users, clients, and scenarios.
• Understand and apply the principles of healthy eating, diets, and recipes, including key processes, food groups and cooking equipment.
• Have an appreciation for key individuals, inventions, and events in history and of today that impact our world.
• Self – evaluate and reflect on learning at different stages and identify areas to improve.
• Meet the end of key stage expectations outlined in the Early Learning Goals and National Curriculum for Design and Technology.

Teachers monitor and assess children’s progress in Design and Technology by:

• Looking at pupil’s work, especially over time as they gain skills and knowledge
• Observing how they perform in lessons
• Talking to them about what they know

The Subject Leader will:

• Provide support to colleagues to plan and deliver Design and Technology.
• Lead training related to Design and Technology.
• Monitor teaching and learning in Design and Technology.
• Keep samples of children’s work in a portfolio. This demonstrates what the expected level of achievement is for Design and Technology in each year group.

Equal opportunities

Every child at Ribble Drive has an entitlement to Design and Technology as it is a necessary part of a broad and balanced curriculum. Children are entitled to have their efforts and achievements recognised regardless of gender, ability, race or cultural background. Teachers set appropriate challenges for all pupils.

Design and Technology is taught to mixed ability classes by the class teacher. Children with special educational needs are expected to have an active presence in each lesson and are therefore supported to participate alongside other learners, at their level. We support vulnerable groups such as SEN, EAL and target children through guided support from a TA or teacher as an individual or within a small group to be directed appropriately.