Design Technology prepares children to deal with tomorrow’s rapidly changing world. It encourages children to become independent, creative problem-solvers and thinkers as individuals and as part of a team – making positive changes to their quality of life. It enables them to identify needs and opportunities and to respond to them by developing a range of ideas and by making products and systems. Through the study of Design and technology, they combine practical skills with an understanding of aesthetic, social and environmental issues, as well as functions and industrial practices. This allows them to reflect on and evaluate present and past design and technology, its uses and its impacts. Design and Technology helps all children to become astute and informed future consumers and potential innovators.
At Hoole St Michael CE Primary School, our Design Technology curriculum is constructed to inspire children think innovatively and inquisitively about Design Technology. We provide varied learning opportunities which aim to develop not only children’s technical skill in Design Technology; but also to develop their wider knowledge of product design and their ability to apply vocabulary accurately.
Design Technology is delivered as a discrete subject and, wherever possible, cross curricular links are formed. Design Technology links well with many other subjects, such as Art, Maths and Science and teachers carefully plan these links to ensure they are meaningful. Our Design Technology curriculum covers the skills outlined in the national curriculum through broad, challenging and inspiring units of work.
All pupils investigate objects around them, exploring how things are made and how things work. They are taught a range of cutting and joining skills, using a variety of tools and materials. They also learn how to design and construct things safely, selecting and using appropriate tools and techniques. In line with the National Curriculum, there is a focus on developing our pupils’ cookery skills, both within curriculum time and when possible, as an extra-curricular activity. As part of their work with food, our pupils will be taught how to cook and apply the principles of nutrition and healthy eating. We wish to instil a love of cooking in our pupils allowing them to be creative. We believe that learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.
Design Technology lessons begin with a review activity which acts as a recap for prior knowledge. This activity might take the form of quick quizzes, vocabulary flashcards or any other short activity which promotes information recall. New information is presented in small and simple steps, after which pupils are provided time to practise, in an effort to support working memory. Teachers pose carefully considered questions which elicit information from pupils and allows them to provide in-depth responses to deepen their understanding. To support learning teachers provide clear models to demonstrate concepts to pupils and use thinking aloud strategies to cognitively support learners.
The teaching of Design Technology across the school follows the National Curriculum through the use of Design and Technology Association’s ‘Projects on a Page’ documents. Children design products with a purpose in mind and an intended user of the products.
In Key Stage 1:
Within key stage 1 we also aim to develop design, creativity and problem solving through purposeful design projects which promote the children’s skills in developing as individuals and as part of a team. Key stage 1 also aims to promote in children a clear understanding of where food comes from.
In Key Stage 2:
Within key stage 2 key events and individuals that have influenced the world of Design Technology are teaching focuses that are to be covered.
The use of computer programmes and applications are also a key focus to be utilised by children in their design of their products.
Assessment of children’s learning in Design Technology is an ongoing monitoring of children’s understanding, knowledge and skills by the class teacher throughout lessons. This assessment is then used to inform differentiation, support and challenge required by the children.
Design Technology is also monitored by the subject leader throughout the year in the form of book monitoring, lesson observations and pupil interviews to discuss their learning and understanding and establish the impact of the teaching taking place.
The Design Technology Subject Leader is Mrs Price