Camm’s CE Primary School Statement:
Design and Technology
The intent of our Design and Technology curriculum is to create a curriculum that encourages children to learn to think and intervene creatively to solve problems, both as individuals and as members of a team. Children develop technical understanding and making skills, learn about design methods and investigate the environment and the materials around them.
We strive to ensure that all children have the opportunity to develop in different areas:
At Camm’s we recognise that in order for all pupils to progress they need to be confident across each of their yearly objectives. Our Design and Technology curriculum covers the knowledge and skills outlined in the National Curriculum, and ensures all children are given opportunities to be challenged to progress their learning further. Through a variety of creative and practical activities, we teach the knowledge, understanding and skills needed to engage in an interactive process of designing and making. When designing and making, the school uses a standardised planning format to ensure the pupils are familiar with the design cycle:
Through this process, the aim is to develop the pupils’ technical knowledge and vocabulary in relation to structural design, mechanical and electrical systems, the integration of technology and food production and nutrition.
During the Early Years Foundation Stage, the essential building blocks of children’s design and technology capability are established. There are many opportunities for carrying out D&T-related activities in all areas of learning in the EYFS. Children will learn through first-hand experiences. They will be encouraged to explore, observe, solve problems, think critically, make decisions and to talk about why they have made their decisions. Here are some of the typical learning experiences :
Constructing: Learning to construct with a purpose in mind, some children use scissors, glue, string and a hole punch to make a bag to store travel brochures they collected during a field trip.
Structure and joins: Following a visit to their local high street, some children make a church tower out of small wooden bricks.
Using a range of tools: Through this, children will learn about planning and adapting initial ideas to make them better. For example, a child might choose to use scissors, a stapler, elastic bands and glue to join bits together to make a toy vehicle. But they might then modify their initial idea by using masking tape.
Cooking techniques: Some children take turns stirring the mixture for a cake and then watch with fascination as it rises while cooking. They will practise stirring, mixing, pouring and blending ingredients during cookery activities.
Exploration: Children will dismantle things and learn about how everyday objects work. For example, a child might dismantle a pepper grinder and discover how it is put together and the materials different parts are made of.
Discussion: Discuss reasons that make activities safe or unsafe, for example hygiene, electrical awareness, and appropriate use of senses when tasting different flavourings. They will also learn to record their experiences by, for example, drawing, writing and making a tape or model.
We strive to ensure that our pupil’s attainment is in line or exceeds their potential when we consider the varied starting points of all our children. Through our progressive skill based curriculum we are measuring the children’s ability, striving for them to meet their age-related expectations for their year group. We intend the impact of our design and technology curriculum will ensure children will leave our school prepared for the next step in their design and technology education and life beyond primary school.
We use a range of key performance indicators to ensure pupils develop the following: