At Clipstone Brook Lower School, we strive to deliver a Design and Technology curriculum that will allow our children to be creative learners and promote imagination through a practical subject that will excite and engage all.
We believe the study of Design and Technology should aim to inspire children’s curiosity and encourage them to want to make a product in response to a given purpose.
At every stage they will be encouraged to ask and answer questions to enable
them to evaluate their designs. They will understand the principles of nutrition and healthy eating.
By the time they leave us the children should have developed key skills in problem solving, have become more reflective learners and understand how to work safely with a variety of tools and materials. This will support them in the preparation of becoming resourceful members of the community. Where relevant, specific visits or visitors will be used to further knowledge and enthuse interest.
Our aim is to ignite this curiosity at an early age in EYFS. We use the milestones created by Chris Quigley Education, in conjunction with our thematic planning to ensure the children develop their knowledge and skills as they move from Early Years through to Key Stage 1 and 2.
The curriculum will be delivered through two strands: Designing and making and Cooking and Nutrition. The key skills that are taught in Design and Technology are based around the following headings.
|Key Stage 1
|Key Stage 2
|Expressive Arts and DesignEarly Learning GoalDevelopment matters from the’Health and Self-Care’ fromPhysical Development
|MakeEvaluateTechnical KnowledgeCooking and Nutrition
|MakeEvaluateTechnical KnowledgeCooking and Nutrition
What approach do we take to teaching Design and Technonlogy?
Most curriculum subjects are taught through a subject- focused approach. Our medium-term plans then identify how teaching will ensure coverage of key knowledge and skills across the curriculum subject areas, including Design and Technology. Links to other curriculum areas will be made where appropriate and the opportunities to read, write and use maths skills and knowledge applied.
Each topic across the school has been planned to ensure breath and balance of these skills and to develop and extend children’s knowledge and understanding. These skills have been broken down into the following key areas: Background research, design criteria, planning, making and evaluating. Within each Key Stage, references will be made to prior and future learning so that children understand the purpose of each activity. Teachers will have a clear understanding of what has been taught in the previous year/ Key Stage group and the expectations in the next. Where possible, the children will utilise the local area to meet the desired outcomes.Within the children’s books, there will be evidence of supporting children with SEND, and providing challenges which deepen children’s learning. There will be a range of carefully planned activities to inspire and challenge children’s interest in the subject/ area of study.
In each classroom in Key Stage 1 and 2 there will be a ‘Topic,’ display board. This will include: children’s work, pictures of any Wow Starts, trips or special organised days that have been organised to capture and inspire the children’s interest in the new topic and factual information displayed at a reading level appropriate to the age and ability of the children so that it is useful for them to access within their own learning. Knowledge organisers will be shared with children and used as part of learning to re-cap on learning. Where possible, there will be a table top display or box, with books and any designs that can be used for any self- led learning about the topic or to support the main sessions.
The children will design products with a purpose in mind and with an intended end user. They will investigate existing products, and use a variety of materials and tools when creating mock ‘ups’ and final designs. Children will then evaluate their own designs and models, as well as their peers’ work. Food projects will help to develop their understanding of where food comes from, the importance of a varied and healthy diet and how to prepare food safely.
Key skills and knowledge for Design and Technology have been mapped across the school to ensure progression between year groups. A range of skills and new vocabulary will be taught as the unit progresses. We will also ensure that the children are made aware of the importance of health and safety aspects related to each activity.
Key Skills can also be transferred and carried out at home when the children are given the opportunity to complete a Design and Technology homework task. This may be in the form of design and make a castle with a moving drawbridge or making a model of a vehicle from the
Children’s knowledge, understanding and skills will be assessed by the class teacher during each lesson. Allowing the needs of individual children to be met through differentiation, support and challenge. Formative assessment will be carried out at the end of each Design and Technology unit to inform the development and progress of their learning outcomes within the subject.
The children will be able to talk passionately about their designs. Our children at Clipstone Brook will begin to acquire and build upon life-long skills in a practical and engaging way. The outcomes in children’ books, and most importantly through pupil voice, will inform ongoing formative assessment, and will be used as part of subject monitoring, to provide evidence of a broad and balanced Design and Technology curriculum and demonstrate the children’s acquisition of identified key knowledge. The majority of children will achieve the outcomes identified in Design and Technology curriculum map as they move progressive in the learning journey across the school.
Curriculum map to follow.