Design and Technology at Coley

Design and Technology prepares children to deal with tomorrows rapidly changing world. It encourages children to become independent, creative problem solvers and thinkers as individuals and part of a team. 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 industry. This allows them to reflect on and evaluate past and present technology, it's uses and impacts. 

We collect pumpkins from the farm and bring them back to school for everyone to use. We all have a go at carrying the smaller ones but the bigger ones are too heavy so we design carriers to move them around.

Intent

It is the intent of Coley Primary School for Design Technology to be taught in all year groups through at least one topic during the Autumn, Spring and Summer term including one topic relating to food. Design Technology projects are often made cross curricular - linking to other subjects taught.

At Coley Primary School we intend to build a Design Technology curriculum which develops learning and results in the acquisition of knowledge and skills. Children will know more, remember more and understand more.

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.

We design and make pumpkin carriers to transport lots of different sized pumpkins from our outdoor classroom to our indoor classroom. We discuss our designs with our friends and work together to evaluate our work and make improvements.

Key objectives of intent within the Design Technology Curriculum based on the National Curriculum 2014 guidance :

• Products are to be made for a purpose.
• Individuality should be ensured in children’s design and construction of products.
• Delivery of the two strands: Designing and Making and Cooking and Nutrition.
• More emphasis to be given on creating ‘innovative’ products in KS2.
• Teaching the importance of making on-going changes and improvements during making stages.
• Looking into seasonality of ingredients and how they are grown, caught or reared.
• The introduction of computing and coding of products in KS2.
• Researching key events and individual designers in the History of Technology in KS2.

We make miniature fairground rides that actually work!

Aims

The national curriculum for Design and Technology aims to ensure that all pupils:

• develop the creative, technical and practical expertise need 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.

Implementation

Design and technology is a crucial part of school life and learning and it is for this reason that as a school we are dedicated to the teaching and delivery of a high quality Design and Technology curriculum; through well planned and resourced projects and experiences.

Pupils design and make products that solve real and relevant problems within a variety of contexts. It is very cross - curricular and draws upon subject knowledge and skills within Mathematics, Science, History, Computing and Art. Children learn to take risks, be reflective, innovative, enterprising and resilient. Through the evaluation of past and present technology they can reflect upon the impact of Design Technology on everyday life and the wider world.

At Coley Primary we believe we are all teachers and all learners and where we can we endeavour to have projects where we can work across year groups learning from each other. Every year we have Coley Academy which allows the children to choose an area of interest and explore at greater depth. There are often Design and Technology projects to be enjoyed on this day. We take opportunities such as the installation of the willow dome, story circle and trim trail for children to become involved in the design and construction of these. When we are given funding for specific DT projects these are often discussed with school council so everyone in the school has the opportunity to contribute their ideas. 

Once a year we have a visit from Chef James and Ready Steady Cook. The children are taught the importance of healthy eating and how to cook a well balanced meal. 

Early Years Foundation Stage

During the EYFS pupils explore and use a variety of media and materials through a combination of child initiated and adult directed activities. They have the opportunities to learn to:

• Use different media and materials to express their own ideas
• Use what they have learnt about media and materials in original ways, thinking about form, function and purpose
• Make plans and construct with a purpose in mind using a variety of resources
• Develop skills to use simple tools and techniques appropriately, effectively and safely
• Select appropriate resources for a product and adapt their work where necessary
• Cook and prepare food adhering to good health and hygiene routines

National Curriculum requirements at Key Stage 1

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. They should work in a range of relevant contexts, (for example the home and school, gardens and playgrounds, the local community, industry and the wider environment).

•    explore and use mechanisms, (for example levers, sliders, wheels and axles), in their products.

National Curriculum requirements for food and Nutrition at KS1

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. 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.

Pupils should be taught to:

• use the basic principles of a healthy and varied diet to prepare dishes 

• understand 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.

National Curriculum requirements at Key Stage 2

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. They should work in a range of relevant contexts, for example, the home, school, leisure, culture, enterprise, industry and the wider environment. 

When designing and making, pupils should be taught to: 

Design 

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

Make 

•   select from and use a wider range of tools and equipment to perform practical tasks, such as 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 

Evaluate 

•   investigate and analyse a range of existing products 

•   evaluate their ideas and products against their own design criteria and consider the views of others to improve their work 

•   understand how key events and individuals in design and technology have helped shape the world 

Technical knowledge 

•   apply their understanding of how to strengthen, stiffen and reinforce more complex structures 

•   understand and use mechanical systems in their products, (for example as gears, pulleys, cams, levers and linkages)

•   understand and use electrical systems in their products, (for example series circuits incorporating switches, bulbs, buzzers and motors) 

•   to apply their understanding of computing to programme, monitor and control their products.

We had a challenge to build the tallest and strongest structure we could using just paper straws!

National Curriculum requirements for food and nutrition at KS2 

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. 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. 

Pupils should be taught to: 

• understand and apply the principles of a healthy and varied diet 

• prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques 

• to understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. 

Impact

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, discussions with teachers, questionnaires and looking at outcomes and pupil interviews to discuss their learning and understanding and establish the impact of the teaching taking place.

EYFS pupils' progress and attainment is tracked using Target Tracker system, telling us whether each individual child is below expected, at expected or above expected attainment for their age.

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