Design and Technology

At Shanklea Primary School we aim to provide a high-quality technology curriculum which inspires pupils to be innovative and creative thinkers who have an appreciation for the product design cycle through ideation, creation, and evaluation. We want pupils to develop the confidence to take risks, through drafting design concepts, modelling, and testing and to be reflective learners who evaluate their work and the work of others. At Shanklea, we follow the Kapow scheme of work. Through this scheme, we aim to build an awareness of the impact of design and technology on our lives and encourage pupils to become resourceful, enterprising citizens who will have the skills to contribute to future design advancements.

Our Design and technology scheme of work enables pupils to meet the end of key stage attainment targets in the National curriculum and the aims also align with those in the National curriculum. EYFS (Reception) units provide opportunities for pupils’ to work towards the Development matters statements and the Early Learning Goals. The National curriculum organises the Design and technology attainment targets under four subheadings: Design, Make, Evaluate, and Technical knowledge. Within each unit of Design and Technology taught within Shanklea Primary School, these four areas are a key focus. There is a clear progression of skills and knowledge within these strands and key areas across each year group.

Design and Technology can be broken down into six key areas which are taught and revisited. They are as follows:

·       Cooking and nutrition

·       Mechanisms/ Mechanical systems

·       Structures

·       Textiles

·       Electrical systems (KS2 only)

·       Digital world (KS2 only)

Aims:

We aim to ensure that all pupils: 

● Understand the functional and aesthetic properties of a range of materials and resources.

● Understand how to use and combine tools to carry out different processes for shaping, decorating, and manufacturing                 products.

● Build and apply a repertoire of skills, knowledge and understanding to produce high quality, innovative outcomes, including            models, prototypes, CAD, and products to fulfil the needs of users, clients, and scenarios.

● Understand and apply the principles of healthy eating, diets, and recipes, including key processes, food groups and cooking         equipment.

● Have an appreciation for key individuals, inventions, and events in history and of today that impact our world.

● Recognise where our decisions can impact the wider world in terms of community, social and environmental issues.

● Self-evaluate and reflect on learning at different stages and identify areas to improve.

Subject Content

Key Stage 1

Pupils will be taught:

Mechanisms (Wheels and axels) – Explain that wheels move because they are attached to an axle. Recognise that wheels and axles are used in everyday life, not just in cars. Identify and explain vehicle design flaws using the correct vocabulary. Design a vehicle that includes functioning wheels, axles and axle holders. Make a moving vehicle with working wheels and axles. Explain what must be changed if there are any operational issues.

Cooking and nutrition (Smoothies) - Describe fruits and vegetables and explain how to identify fruits. Name a range of places that fruits and vegetables grow. Describe basic characteristics of fruit and vegetables. Prepare fruits and vegetables to make a smoothie.

Structures (Constructing a windmill) – Follow design criteria to meet the needs of a user. Make a stable structure. Make functioning sails/blades that attach to the supporting structure. Improve their windmill. Evaluate end product.

 Lower Key Stage 2 –

 Pupils will be taught:

Cooking and nutrition (Eating seasonally) - Explain that fruits and vegetables grow in different countries based on their climates. Understand that seasonal fruits and vegetables grow in a given season. Understand that eating seasonal fruit and vegetables positively affects the environment. Design a tart recipe using seasonal ingredients.

Digital world (Wearable technology) - Give a brief explanation of the digital revolution and/or remember key examples. Write a simple program that initiates a flashing LED panel, or another pattern, on the virtual micro:bit when a button is pressed. Identify errors, if testing is unsuccessful, by comparing their code to a correct example. Explain the basic functionality of their finished program. Create annotated diagrams to help illustrate how their product is worn. Follow basic design requirements using computer-aided design, drawing at least one shape with a text box and bright colours, following a demonstration. Evaluate their design using a focus group.

Textiles (Fastenings) - Identify the features, benefits and disadvantages of a range of fastening types. Write design criteria and design a sleeve that satisfies the criteria. Make a template for their book sleeve. Assemble their case using any stitch they are comfortable with.

 Upper Key Stage 2 –

 Pupils will be taught:

Electronic systems (Doodlers) - Identify simple circuit components (battery, bulb and switch) with a basic explanation of their function. Explain that a series circuit is assembled in a loop to allow the electricity to flow along one path. Describe a motor as a circuit component that changes electrical energy into movement. Provide examples of motorised products that use movement to rotate or spin different parts. Suggest ways to switch the configuration to amend the form or function of the Doodler. Explain, in an investigation report, each of the changes they made and the effect this had on the Doodler’s ability to draw scribbles (function) and appearance (form). Develop design criteria with consideration for the target user, the purpose of their Doodler, a key function and the Doodler’s form and final appearance (e.g. fun, bright, soft). Explain simply why their Doodler has a certain configuration based on the findings of their investigation (e.g. I used four pens because the Doodler would fall over with two). Create a functional Doodler that creates scribbles on paper with or without a switch. Identify and list each of the required materials, tools and circuit components required to build a Doodler.

Cooking and nutrition (Developing a recipe) - Describe the process of beef production. Research a traditional recipe and make changes to it. Add nutritional value to a recipe by selecting ingredients. Prepare a version of bolognese sauce.

Mechanical systems (Making a pop-up book) - Produce a suitable plan for each page of their book. Produce the structure of the book. Assemble the components necessary for all their structures/mechanisms. Hide the mechanical elements with more layers using spacers where needed. Use a range of mechanisms and structures to illustrate their story and make it interactive for the users. Use appropriate materials and captions to illustrate the story.