Design & Technology

Introduction

This document outlines the knowledge, language and concepts that should be taught in Design and Technology. It includes:

• A summary of the Design and Technology knowledge and principles that underpin our approach
• Long Term Sequence (curriculum map) for Design and Technology
• Progression of Design and Technology including alignment with the National Curriculum, substantive concepts, big ideas and questions as well as Tier 2 and Tier 3 vocabulary

 

Intent

We have deliberately built our Design and Technology curriculum around the principles of evidence-led practice. This is to ensure that pupils are equipped to successfully think, work and communicate like a designer. Unapologetically ambitious, our Design and Technology curriculum focuses on excellence in this subject through range of disciplines and by referencing outstanding practitioners in this field. The intention is that exceptional teacher instruction inspires pupils to acquire knowledge as designers and technologists and enables them to skilfully apply their understanding.  It is our intention that through studying Design and Technology, pupils become more expert as they progress through the curriculum, accumulating, connecting and making sense of the rich substantive and disciplinary knowledge:

1. Substantive knowledge - this is the core subject knowledge, skills and vocabulary used about the designing and making processes and the contribution of designers from a range of genres, times and cultural traditions.  We explore these through the lenses of substantive concepts which are taught through explicit vocabulary instruction as well as through the direct content and context of the study.  The substantive concepts that we develop through our Design and Technology curriculum are:

Food and Nutrition           Mechanisms          Structures         Systems            Electrical Systems       Understanding Materials       Textiles

2. Disciplinary knowledge – In addition to the core knowledge required to be successful within each of these elements, our curriculum outlines key aspects of how we intend to develop working as a designer. We organise our curriculum so that it focuses on developing different aspects of these competencies at different points. The features of working as a designer in our Design and Technology Curriculum are:

Investigate      Design             Make               Evaluate          Apply

We define and regularly explore these through questioning during pupils’ study:

• Investigate – This includes researching and finding about existing products and designers.
• Design - The art or process of deciding how something will look or work.
• Make - Create something by combining materials or putting parts together.
• Evaluate - Form an opinion of the value or quality of something after careful thought.
• Apply - Use something or make something work in a particular situation.

 

Progression Overview

Early Years

In the EYFS, children have regular opportunities to engage with and learn about design and technology.

They learn how to self-select from a range of tools and materials in the continuous provision. Children learn by experimenting with tools such as scissors, staplers and hole punches. They make use of fixing and joining materials such as Sellotape, masking tape, string, pipe cleaners and glue. Children explore early structures through small and large-scale construction and learn about how food is grown, and healthy meal choices whilst growing their own vegetables, weekly baking and daily fruit and milk time.  

Through questioning, children are encouraged to talk about what they like about their work and other children’s designs and how they would improve it.

Key Stage 1

All children from Years 1-6 use a design portfolio to record ideas and observations.

When studying food and nutrition in Year 1, pupils learn that eating is a sensory experience and why colourful food can be better for you. They learn about the health benefits of eating vegetables daily and develop basic knife skills. In Year 2, pupils consider what being healthy means. They learn that eating a variety of vegetables provides the body with the nutrients it needs. They make products that use minimally processed foods. They learn how foods that are pre-made and processed can often be unhealthy. They practise skills and make food that will help improve their energy, mood and future health.  In their Year 1 study of mechanisms, pupils investigate how sliders work before they design and make their own card slider product. Pupils then learn how wheels and axles work together. They build simple wheel mechanisms, explore how the size of the wheel and position of the axles affects the movement of simple vehicles.  In Year 1 pupils investigate what needs to be in place so that a structure can remain standing on its own They use a range of materials to explore and reason about why some structures may fall. In Year 2, pupils discover that they can increase the strength and stability of paper by folding.  They test and record their paper structures and design a paper tower that is at least 50 cm tall and can bear a 1 kg weight.  As part of their developing understanding of materials in Year 1, pupils identify a range of construction materials. They investigate how materials can be changed by adding heat or water.  They use a combination of materials to create a small model house. In Year 2, pupils investigate materials to discover whether they absorb or resist water. They also use wax or oil crayons to create a waterproof coating for a paper hat which they have made by creasing and folding a sheet of paper.  Pupils learn how to sew pieces of fabric together to form a pouch when working with textiles in Year 1. They name the parts of a needle and learn to thread it. In Year 2, pupils create a simple patchwork by repurposing clothing to create something practical and useful. They develop their skills using a needle and thread to create small, even stitches.

 

Lower Key Stage 2

Pupils begin their study of food and nutrition by considering what a balanced diet is. They make products that are usually bought pre-made or highly processed. They then explore the nutritional value of food and its effect on our physical and mental health. Pupils practise methods for preparing a range of vegetables and apply these skills to create different dishes. They learn how to change the texture and flavour of food by roasting and adding herbs and spices. In Year 4, pupils explore the difference between freshly made and mass-produced food. Finally, pupils make healthy food from low-cost ingredients.  In their study of mechanisms, pupils investigate various linkages and levers to design and make their own linkages and levers product. In Year 4 they investigate how hinges work, then select a range of modelling materials and tools to make their own hinged products.  Year 3 pupils learn how the shape and features of a bridge can affect how strong it is. They also identify types of bridges and the structural changes that engineers and architects make to increase the stability of structures. Pupils extend this in Year 4 to make geodesic dome structures.  When beginning to study systems, Year 3 pupils look at different types of energy and how these can be used to power different devices. They consider how design choices are influenced by energy sources. As part of their study of electrical systems, Year 4 pupils learn how different types of switches work within electrical circuits and how these can be used to perform a function in a product.  Pupils start by exploring ways to stiffen fabric in their study of textiles. They have the opportunity to cover a box with cloth and then go on to create a rigid box out of fabric. Year 4 pupils develop their use of needles, learning how to sew a button onto fabric.  They identify the different functions of fastenings and reflect on the advantages or disadvantages of using certain fasteners.

 

Upper Key Stage 2

Pupils look to Middle Eastern and Danish foods for inspiration in their study of food and nutrition, considering what they can learn from the diets of different cultures. Pupils build on this in Year 6 when they study and make street foods from different cultures. Pupils are encouraged to think about their own diet and snacks and how their nutritional value could be improved. Finally, pupils revisit how to cook foods that are often pre-made and processed. They learn and apply techniques to make dishes designed to help improve energy levels, mood and future health.  In Year 5, pupils extend their understanding of mechanisms, investigating how pulleys and gears work, focusing on the use of pulleys to reduce load.  They build on this knowledge in Year 6, using gears to design and make a Ferris wheel.  In their study of structures, Year 5 pupils look at how frames are reinforced to make them stable. They identify joins and supports and create a model shelter based on what they have learnt. In Year 6, pupils test the strength of spaghetti and apply this to construct a tower that is at least one metre tall.  Pupils extend their study of systems to investigate green power sources. Year 6 pupils learn how switches can be combined with electrical components in different ways to change the functionality of a product as part of their learning about electrical systems.  When studying textiles, pupils  investigate the properties of a range of fabrics and consider insulation, waterproofing and durability. They design and make a functional and hardwearing lunch bag.  Year 6 pupils learn how they can reduce waste by recycling and repurposing snack packets and plastic bags into useful items.

 

Implementation

We implement our intent using CUSP Design and Technology.   

 

Learning Sequences

We organise intended learning into modules. These group the knowledge, skills and understanding that we want children to remember, do and use.  

The learning modules are taught in extended lessons in 3-weekly blocks to make effective use of the time required when making products.

Each module aims to activate and build upon prior learning, including from the early years, to ensure better cognition and retention.  It includes contextual reference materials, vocabulary modules, explanatory videos and annotated exemplifications. Teacher videos complement the content in each module and provide clear instruction about the techniques and skills that are taught. The exemplifications can be used to support assessment of pupil outcomes and to support teachers in developing their own subject knowledge. Teachers are also provided with a list of materials and resources that they will need to teach each module. 

Central to the learning modules are activities designed to develop pupils’ oracy and vocabulary skills to enable them to use the language associated with design and technology meaningfully when talking about their work and the work of others. Along with this, connections to other subject areas are listed as are the links that are made, in the lesson sequences, to works of literature. Specific books and illustrators are recommended and are used as a stimulus.   Background information is provided about the specific designers studied in the module.  This information gives teachers an insight into where the designer sits in design history and their influences.

Key health and safety considerations needed for the block are identified to support teachers in making their own risk assessments to ensure the safety of pupils. The blocks highlight key tools, techniques and tasks for which potential risks need to be carefully managed.

An overview of the core content provides information about the skills covered across the term in each year group. This enables teachers to see the progression of skills covered within each aspect of design and technology.

 

Lesson Structure

Lessons typically are split into six phases:

• CONNECT This provides an opportunity to connect the lesson to prior learning from a previous module or lesson. Teachers return children’s attention to the previous lesson’s knowledge note/the big idea for the learning module, including key vocabulary. Examples of thinking harder routines include Flick Back 5, Recap questions, Quizzing. Retrieval practice allows all pupils to take time to remember things and activate their memories. Quizzing allows questions to be asked and allows pupils to carry out retrieval practice. Cumulative quizzing, allows for a few questions to be asked each lesson, which are built upon the previous lesson.
• EXPLAIN This is the explicit teaching that needs to take place. Teachers should ensure they are clear what they want children to know and remember. They plan for and explicitly address common misconceptions so they can address these in lessons as they arise. They should be clear about the substantive knowledge and the vocabulary that they want children to understand in the session.  This can be developed using key information, facts, and images so that explanations are precise.
• EXAMPLE Providing pupils with high-quality examples is essential for learning. Pupils need to see worked examples. My turn, our turn, your turn is a technique that can be used to explicitly teach vocabulary and new concepts.  Prepared examples should be carefully planned and need to be evident in teaching. An example in Design and Technology could be modelling how to make a slider and runner, before then making one themselves.
• ATTEMPT Guiding pupil practice allows pupils to rehearse, rephrase and elaborate their learning. Children need the chance to attempt and verbalise their understanding. Children’s own attempts are what help them to secure their understanding. Children need to have time to struggle and understand for themselves. This is not necessarily something that is recorded in books. This phase provides opportunities for teachers to check in with pupils to see who may need more challenge/support/scaffolds and if any misconceptions have arisen that need to be addressed. Extending the previous Design and Technology example, pupils could practice making their own slider and runner.
• APPLY This is where pupils would typically begin to record in books. The number of scaffolds may vary.
• CHALLENGE Teachers get the children to interrogate their learning - summarise, explain, compare and contrast. Tools are built into routines to reduce overload and allow for hard thinking. These can be adapted for children based on their individual needs.

 

Long Term Sequence

Year Group	Term 1		Term 2		Term 3
Year 1	Sliders and levers Mechanisms	Freestanding structures Structures	Exploring food senses Food and Nutrition Link: Animals, including humans	Selecting materials Understanding Materials Link: Everyday materials	Templates and joining techniques Textiles Link: Hot and cold places	Understanding a recipe Food and Nutrition
Year 2	Exploring shape using a template Textiles	Nutrients and the body Food and Nutrition Link: Animals, including humans (Keeping Healthy)	Axels and wheels Mechanisms	Manipulating materials Understanding Materials Link: Uses of everyday materials	Increasing our intake of fruit and vegetables Food and Nutrition	Freestanding structures with moving parts Structures
Year 3	Stiffening and strengthening fabric Textiles	Individual diets Food and Nutrition Link: Animals, including humans	Levers and linkages Mechanisms Link: Forces and magnets	Food as medicine Food and Nutrition Link: Animals, including humans	Power Systems Link: Light	Developing strength in structures Structures
Year 4	Ultra-processed food Food and Nutrition	Hinges Mechanisms	Fixings and fastenings Textiles	Designing structures using a frame Structures	Switches and circuits Electrical systems Link: Electricity	Understanding dietary requirements Food and Nutrition Link: Animals, including humans (Digestion)
Year 5	Food choices Food and Nutrition	Greener power Systems	Durability of fabric Textiles	Celebrating culture Food and Nutrition Link: World countries	Developing stability in structures Structures	Pulleys and gears Mechanisms Link: Forces
Year 6	Multicultural influences on food Food and Nutrition	Pulleys and gears Mechanisms	Food and mood Food and Nutrition	Designing structures revisited Structures	Complex switches and systems Electrical systems Link: Electricity	Sustainable materials Textiles

 

 

Impact

In order to identify the impact our curriculum is having on our pupils, we check the extent to which learning has become permanently embedded in children’s long-term memory in addition to looking for excellence in their outcomes. We use four main tools to quality assure the implementation and impact of our curriculum:

• Learning observations help to evaluate subject knowledge, explanations, expectations, opportunities to learn, pupil responses, participation and relationships.
• Professional growth models help to improve staff subject knowledge and evidence informed practice such as retrieval and spaced practice, interleaving and explicit instruction techniques.
• Assessment and achievement articulate the outcomes from tasks and tests, how well the content is understood and what the strengths and limitations are; it informs what to do next.
• Pupil Book Studies help to evaluate curriculum structures, teaching methods, pupil participation and response through a dialogic model.

When undertaking these we ask the following key questions:

• How well do pupils remember the content that they have been taught?
• Do books and pupil discussions radiate excellence?
• Does learning ‘travel’ with pupils and can they deliberately reuse it in more sophisticated contexts?

Teachers employ a range of strategies both at and after the point of teaching to check the impact of their teaching on the permanence of pupils’ learning. These include: retrieval practice, vocabulary use and application, deliberate practice and rephrasing of taught content, cumulative quizzing within the learning sequence, summarising and explaining the learning question from the sequence, tests and quizzes.   The assessment of pupils is formative based on pupil outcomes and questioning from each lesson. The following can be used to assess pupils’ knowledge and application of skills and techniques as well as their understanding and use of relevant vocabulary:

• Expectations for each block are made explicit, e.g. At the end of this block pupils will know how to waterproof cotton fabric and which fabrics are both functional and hardwearing.
• The Point of reflection section specifies the expected outcomes for each lesson.
• The Questions for assessment section in each block provides specific questions to be used with pupils to elicit their level of understanding of tools, techniques and effects, e.g. How have the properties of the cotton changed? Is the cotton now more or less functional?
• The Oracy and Vocabulary tasks provide ample opportunities for teachers to evaluate pupils’ ability to:
  • use the language of design and technology effectively;
  • explain techniques, skills and processes;
  • evaluate their own and others’ work.
• The vocabulary quiz provides an opportunity for teachers to assess pupils’ deeper understanding and application of the technical vocabulary covered in the module.
• The exemplifications demonstrate the expected standard against which teachers can assess pupils’ work.

The best form of assessment in design and technology is at the point of delivery, while pupils are working. This helps us to understand pupils’ development as designers, rather than their ability to produce a prescribed end outcome. By encouraging pupils to articulate their thinking and reflections, we can understand which aspects of design and technology may require additional teaching and reshape teaching to support this.

We use summative assessment is ‘to provide an accurate shared meaning without becoming the model for every classroom activity’ (Christodolou, 2017). If our curriculum is effective, it will lead to improvements in summative assessments over time. Teacher assessment judgements are against an agreed assessment model (the curriculum). We make summative judgements annually. Teachers record summative judgements on OTrack.

Pupil book study is used as a method to quality assure our curriculum by talking to the children and looking in pupils’ books. We do this after content has been taught to see the extent to which pupils are knowing more, remembering more and able to do more.  In preparation, we review the planned content, knowledge and vocabulary, so that conversations with pupils are meaningful and focused on what has been taught. When looking at books, we look at the content and knowledge, teaching sequence and vocabulary. We also consider pupils’ participation and consider the explanations and models used, the tasks the pupils are asked to do, the ability to answer carefully selected questions and retrieve information and the impact of written feedback.  We ask careful questions that probe their knowledge, understanding and skills.

The Subject Leader undertakes a range of activities to understand what the curriculum looks like across the school and how well pupils know more, remember more and can do more as a result. In addition to the above tools, they use learning walks, planning reviews and book looks.  They use their findings to support teachers to improve how they implement subjects and to make recommendations about the suitability of the intent for their subject.  The Subject Leader formally reports on impact of the curriculum termly to the Curriculum Leader, Principal and Governors.