Design and Technology at Redhill

“Design and technology 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.”

Quote from National Curriculum

Curriculum Intent

At Redhill Primary Academy, we believe children should learn 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. Through design and technology, children learn to think and intervene creatively; and to solve problems both as individuals and within a team.

We provide a curriculum that allows children to investigate how products are made and the purpose of their design. Throughout their time at our academy, children are introduced to and become confident working in a range of relevant contexts whether that be within the home or the academy, the local community or the wider environment. Children are encouraged to use their creativity and imagination, to design and make products that solve real and relevant problems, considering their own and others’ needs, wants and values. We aim (where appropriate) to link work to other subjects within our curriculum such as mathematics, science, computing and art. We actively encourage children to become reflective thinkers and evaluate past and present design technology, its uses, and its effectiveness.

Aims

Through design and technology at Redhill Primary Academy we aim to:

  • 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.

Curriculum Implementation

Through a variety of creative and practical activities, we teach the knowledge, understanding and skills needed to engage in the process of designing and making. The children design and create products that consider both function and purpose, and which are relevant to a range of sectors (for example, the home, school, leisure, culture, enterprise, industry and the wider environment).

Throughout their time at the academy, children will engage with different aspects of design and technology: structures, mechanisms, textiles and cooking and nutrition.

When designing and making, the children are taught to:

Early Years Foundation Stage (EYFS)

EYFS

  • safely use & explore a variety of materials, tools & techniques, experimenting with colour, design, texture,
  • form & function.
  • use what they have learnt about media and materials in original ways, thinking about uses & purposes.
  • represent their own ideas, thoughts & feelings through design & technology, art, music, dance, role play & stories.
  • know the importance for good health of physical exercise, & a healthy diet, and be able to talk about ways to keep healthy & safe.
  • become confident to try new activities and say why they like some activities more than others.
  • develop confidence to speak in a familiar group, talking about their ideas and choose the resource the need for their chosen activities
  • handle equipment and tools effectively, including pencils for writing

In the EYFS children are taught design and technology through the Areas of Learning:

Understanding the World

Expressive Arts and Design

Physical Development Health and Self-care

In Key Stage One and Two, children follow a design, make, evaluate model, and are taught to:

Design:

KS1

  • 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 ICT

KS2

  • use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at 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

 

KS1

  • 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

KS2

  • 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

Make:

KS1

  • explore and evaluate a range of existing products
  • evaluate their ideas and products against design criteria

KS2

  • investigate and analyse a range of existing products
  • evaluate their ideas and products against their own design criteria
  • begin to develop an understanding of milestones in design e.g. the invention of the pneumatic tyres

Evaluate:

 

Technical knowledge: ?

KS1

  • explore and evaluate a range of existing products
  • evaluate their ideas and products against design criteria

KS2

  • apply their understanding of how to strengthen, stiffen and reinforce structures
  • understand and use mechanical systems in their products [for example, 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

 

Cooking and nutrition:

KS1

  • use the basic principles of a healthy and varied diet to prepare dishes
  • understand where food comes from

KS2

  • understand and apply the principles of a healthy and varied diet
  • prepare and cook a variety of predominantly savoury dishes using some cooking techniques
  • begin to understand seasonality, and know where and how a variety of ingredients are grown

 

Key knowledge and skills for design and technology have been carefully mapped across the school to ensure progression between year groups and key stages – Please see our Design Technology Knowledge and Skills Progression Document. Children revisit previous knowledge and skills regularly to embed learning and help develop children as confident designers.

Curriculum Impact

We measure the impact of our curriculum through the following methods:

  • Marking of written work
  • Book looks
  • Interviewing the pupils about their learning (pupil voice interviews)
  • Celebrating achievements in children’s annual reports to parents
  • Learning walks
  • Regular communication between design and technology co-ordinator and teachers, to ensure unit overviews knowledge is precise and meeting children’s needs.

We use retrieval strategies and other assessment for learning strategies in order to measure the impact of our carefully spaced curriculum offer. Through our assessments and monitoring, we can see the impact of children knowing and remembering more.

End of unit evaluations take place, where children are able to apply their knowledge to analyse their product against the success criteria. Teachers record the progress and attainment against the National Curriculum expectations, alongside the Knowledge and Skills Progression documents. Teachers across the school use this information to inform future lessons; to support and challenge appropriately.

The children’s achievements are celebrated on their End of Year report to parents. Here judgements are made on their effort, achievement and progress within design technology.

Children in Foundation Stage have their progress tracked using the EYFS curriculum. Age related expectation levels are reported to parents at the end of the reception year.