Design and Technology

Impact

The Design Technology curriculum at Cosby Primary School has immense value and is essentially a practical subject designed to equip the children with the necessary problem solving skills to design and create a product which meets specific needs and reflects technological advances in our everyday lives. Its flexibility of approach takes into account  individual experience and social background, as well as cognitive development.

Children are growing up in a rapidly changing and increasingly more technological age and will be required to cope with and adapt to the complex changes around them. They will need to develop the skills and knowledge which will help them to cope in their daily lives at home, at work and at play, as well as focusing on understanding and exploring diversity and difference within the wider community. Design Technology can be a useful means through which they can do this.

Using various methods of study, Design Technology at Cosby, will help pupils to develop a sense of identity through learning about how products are used in the world around them, as well as the historical and cultural development of design created by influential designers and architects. Examining primary sources (modern or historical products) and secondary sources (books and videos) will introduce pupils to what is involved in understanding how products work and whether they are fit for purpose, aimed at particular individuals or groups.

Children have a natural curiosity to find out about things in a practical way. Working together on a technological task can help develop self-confidence and social skills. It can encourage a flow and exchange of ideas and develop design skills such as those of reasoning and analysis which can have benefits in other areas beyond the subject itself.

Implementation

Our Design Technology curriculum is high quality, well thought out and is planned to demonstrate progression.

The teaching, learning and sequencing of the Design Technolgy  curriculum follows:

A two-year rolling programme that has been implemented to ensure coverage and progression in all knowledge relating to the different areas of Design Technology.

Early Years

Design Technology makes a significant contribution to the ELG objectives of developing a child’s creativity, imagination and problem solving skills through exploration of a range of materials and techniques to create outcomes to match a simple design brief. They follow the process of research, design, make and evaluate by talking about their ideas, designs and products; beginning to use the language of Design and Technology.

• In construction simple designs are created to make an emergency vehicle.
• In Food technology, a large range of opportunities to prepare a range of different foods is experienced, including learning about and making fruit kebabs and the process of breadmaking.
• In Mechanisms, the children explore moving parts through making a pop-up card.
• In Textiles, opportunities are given for the children to explore and experience working with a range of fabrics, including making sock puppets

Key Stage 1:

Children become more confident in communicating  and modelling ideas through talking, drawing, using computing where appropriate. They design and make functional products based on a simple design brief, begin to describe how mechanisms work, know how some fruits and vegetables are grown and can describe some features of existing products.

• In construction designs are created to create frame structures, using natural and man-made materials .
• In Food technology, children learn about a celebrity chef and create one of her dishes, choosing the ingredients they wish to use.
• In Mechanisms, the children explore moving parts through using sliders and levers to create moving pictures, as well as, wheels and axles to make a moving Moon Buggy.
• In Textiles, children choose suitable fabrics to make a coat for Paddington.

Key Stage 2 - Year 3/4:

In Lower Key Stage 2, children use the knowledge of existing products to design a functional and appealing products for a particular purpose and audience. Use annotated sketches and models to develop and communicate ideas. Work with a variety of materials and mechanical components, using tools and equipment with increasing accuracy, following procedures for safety.

Evaluate how their own or existing products might be improved and how well they meet the needs of the intended user.

• In construction, children use existing products to inspire their designs, when making a Caribbean Headdress and using shell structures to create packaging.
• In Food technology, children combine savoury or sweet ingredients to make scones.
• In Mechanisms, the children explore moving parts through using levers and linkages.
• In Textiles, children attach two pieces of fabric together, using simple stitches to create a functional or attractive Tudor Pouch.

Key Stage 2 - Year 5/6

In Upper Key Stage 2, children generate innovative ideas, drawing on research, to create products for a targeted audience. Use annotated sketches and CAD to develop and communicate ideas. Apply knowledge of materials and techniques to refine and rework products to improve their functional properties and aesthetic qualities. Critically evaluate the quality of the design, manufacture and fitness for purpose of their own products throughout the design and make process and existing products, including the work of influential designers or movements.

• In construction, use a wider range of methods to strengthen, stiffen and reinforce complex framework structures (including buildings of Leicester and Wonders of the World) and can use them accurately and appropriately.
• In Food technology, understand the source, seasonality and characteristics of ingredients. Research, plan, prepare and cook savoury dishes, safely and hygienically, applying knowledge of ingredients and technical skills.
• In Mechanisms, the children explore electrical and mechanical components, such as pulleys and gears to create a moving vehicle, powered by a battery. They explore pneumatics and hydraulics in creating hovercrafts and water wheels.

•             In Textiles, children use more complex stitches to create and decorate a textile product, inspired by the Ancient Greeks.

Impact

At Cosby Primary School, we have designed our Design Technology curriculum with the impact that our children will:

• Be stimulated and interested in Design Technology, with resources and teaching necessary to offer a wide range of practical experiences.
• Develop confidence to produce functional or decorative products, exploring their ideas and recording their experiences.
• Use a range of materials and develop a range of techniques, becoming proficient in construction, mechanisms, textiles and food technology.
• Develop knowledge and skills through cross-curricular activities so as to see links and connections between other subjects in the curriculum
• Have opportunities for working individually, co-operatively and collaboratively.
• Develop a curiosity and interest about how DT has developed from pre-history to the present day by asking perceptive questions and thinking critically.
• Evaluate and analyse existing products by a range of designers from different cultures, using the language of Design and Technology.
• Formulate appropriate questions, develop research skills and evaluate material to inform opinions.
• Become independent in thought and action enabling them to respond confidently to the demands of a rapidly changing world with flexibility and an open mind.
• Will retain prior-learning and explicitly make connections between what they have previously learned and what they are currently learning.
• Where applicable, children will have encountered or participated in high-quality visits/visitors to further appreciate their creative experience.