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Design and Technology is the process of designing, making and evaluating products fit for a purpose, or improving, refining and extending the use of existing products. It involves the creative application of the principles of Science to solve practical problems.
To develop the children's capability, there are three types of activity in which they should engage. These are investigative, disassemble and evaluate activities, focussed practical tasks and design and make assignments.
By the end of Foundation Stage, most children are able to:
Join construction pieces together to build and balance;
Use simple tools and techniques competently and appropriately;
Construct with a purpose in mind using a variety of resources;
Build and construct with a wide range of objects, selecting appropriate resources and adapting their work where necessary.
By the end of Key Stage One, most children are able to:
Generate ideas and plan what to do next;
Use models, pictures and words to describe their designs;
Select appropriate tools, techniques and materials;
Use tools and assemble, join and combine materials in a variety of ways;
Recognise what they have done well as their work progresses;
Suggest things they could do better in the future.
By the end of Key Stage Two, most children will are able to:
Generate ideas by collecting and using information;
Take users? views into account and produce step-by-step plans;
Communicate alternative ideas using words, labelled sketches and models;
Work with a variety of materials and components;
Select and work with a range of tools and equipment;
Reflect on their designs as they develop;
Identify what works well and what could be improved.
By the end of Key Stage Three, most children are able to:
Draw on and use various sources of information;
Clarify their ideas through discussion, drawing and modelling;
Work from their own detailed plans, modifying them where appropriate;
Work with a range of tools, materials, equipment, components and processes with some precision;
Check their work as it develops and modify their approach in the light of progress;
Test and evaluate their products.
An understanding of technical issues is important, but there are also many opportunities for children to display their artistic flair, both during the designing process and when it comes to finishing their products.
Homework is not generally set in Design and Technology. However, pupils may, on occasion, be asked to bring in various materials and artefacts from home.
Assessment is an ongoing process during Design and Technology lessons. Feedback is constantly given to pupils about their progress during the lessons. The Design Technology teacher assesses each child's work at the end of each project. Each child evaluates their own work during and at the end of each project.
Design Technology Curriculum Summary
| Form |
Term |
Topic Outline |
| Foundation Stage |
| Transition and Reception |
Developing Designing and Making Skills.
Using tools and materials. |
| Key Stage One |
| Year One |
Autumn |
Clay work – Pots
Healthy Eating – Design healthy menu & meal |
| Spring |
Moving Pictures & Mobiles |
| Summer |
Playgrounds – Structures |
| Year Two |
Autumn |
Puppets – Textiles |
| Spring |
Joseph’s Coat |
| Summer |
Embroidered Bookmarks |
| Key Stage Two |
| Year Three |
Autumn |
Acrylic Clocks |
| Spring |
LED Displays |
| Summer |
Cow and Moon – Levers |
| Year Four |
Autumn |
Tudor House Models |
| Spring |
Batik Prints |
| Summer |
Ceramic Plaques |
| Year Five |
Autumn |
Moving Monsters – Pneumatics |
| Spring |
Musical Instruments |
| Summer |
Money Containers – Textiles |
| Year Six |
Autumn |
Desk Tidy – Plastics |
| Spring |
Moving Toys – Cams |
| Summer |
Batik Prints |
| Key Stage Three |
| Year Seven & Eight |
Autumn |
Isometric Drawing Course or CAD course |
| Spring |
Packaging Project |
| Summer |
Toy Investigation & Pneumatics |
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