Design and Technology

KS1

	Year 1	Year 2
Autumn	Mechanisms – Moving Pictures	Mechanisms – Moving Vehicles (Roly poly toy)
Spring	Food – fruit kebab	Textiles – bendy bags, cutting and joining fabric
Summer	Textiles – Joining Fabrics	Structures – playground structures

 

KS2

	Year 3	Year 4	Year 5	Year 6
Autumn	Food – Super Salad	Shell structures – Biscuit Packaging	Food – Seasonal Soup Electrical system – Alarm Systems	Food – Bread
Spring	Textiles – Money Pouch	Electrical Systems – Night Light	Structures – Bird Box	Textiles – Carrier Belt
Summer	Mechanical systems - Puppets	Food – Healthy lunchtime Wrap	Electrical system – Alarm Systems	Mechanical systems – Cam Systems

 

Unit

Each term a new unit is taught which is signposted using a new unit cover in the DT book. The teaching of design and technology is guided via the use of our progression document. We aim to provide varied lessons, both in presentation and outcome, to allow children to fully immerse and engage with the subject.  Often, as Design and Technology might require a longer period than a 1-hour timetable-slot might allow, it might be taught as a double-period, or repeatedly over a few days, if, for example, children were making a large structure, or time-sensitive project.

Children design products with a purpose in mind and an intended user of the products. Food technology is implemented across the school with children developing an understanding of where food comes from, the importance of a varied and healthy diet, the importance of seasonality and how to prepare food affordably.

Impact: How will we judge the impact of the design and technology curriculum?

The design and technology curriculum are designed to have a positive impact on all pupils. We aim to for all pupils to be challenged. Using the design cycle – lessons are sequenced well and enables core knowledge and skills to be revisited and embedded. Core knowledge of each unit is supported by a knowledge organiser which details the key learning points, vocabulary and key questions. Assessment of children's learning in Design Technology is an ongoing monitoring of children's understanding, knowledge and skills by the class teacher, and their outcomes throughout lessons. Our teachers rely on a range of assessment tools to provide data on the knowledge and skills pupils have, their progress and their development points. This includes:

• Assessment for learning through our ‘Knowing More and Remembering More’ starter sessions
• Challenge tasks
• Enquiry tasks
• Standards of learning in books and products
• Quizzing, multiple choice and end of unit questions
• Pupil voice

Design Technology is also monitored by the subject leader throughout the year in the form of book monitoring, looking at outcomes and pupil interviews to discuss their learning and understanding and establish the impact of the teaching taking place.