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Brockmoor Primary School

 

Curriculum Narrative

 

      
  

CURRICULUM NARRATIVE
SUBJECT Design and Technology

    
 

 

 

 

 

Aims of the EYFS Curriculum

30- 50 Months *

Beginning to be interested in and describe the texture of things.

*Use various construction materials.

*Begin to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces.

*Join construction pieces together to build and balance.

 * Realise tools can be used for a purpose. 40-60 months

 *Understand that different media can be combined to create new effects.

 *Manipulate materials to achieve a planned effect.

* Construct with a purpose in mind, using a variety of resources.

*Use simple tools and techniques competently and appropriately.

*Select appropriate resources and adapts work where necessary.

 *Select tools and techniques needed to shape, assemble and join materials they are using.

Early Learning Goal

*Children sing songs, make music and dance, and experiment with ways of changing them.

 *They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

 Aims of the KS1 Curriculum

  • 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.
  • Select from and use a wider range of tools and equipment to perform practical tasks [for example, 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
  • 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
  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • Understand and use mechanical systems in their products [for example, levers and linkages] 
  • Understand and use electrical systems in their products [for example, series circuits ]
  • Cooking and Nutrition: Understand and apply the principles of a healthy and varied diet 
  • Cooking and Nutrition: Prepare and cook a variety of fruit and vegetable smoothies

 

Aims of the Lower KS2 Curriculum

  • 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
  • Select from and use a wider range of tools and equipment to perform practical tasks [for example, 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
  • 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
  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • Understand and use mechanical systems in their products [for example, levers and linkages] 
  • Understand and use electrical systems in their products [for example, series circuits ]
  • Cooking and Nutrition: Understand and apply the principles of a healthy and varied diet 
  • Cooking and Nutrition: Prepare and cook a variety of fruit and vegetable smoothies

 

 

Aims of the Upper KS2 Curriculum

  • 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
  • Select from and use a wider range of tools and equipment to perform practical tasks [for example, 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
  • 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
  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] 
  • Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
  • Cooking and Nutrition: Understand and apply the principles of a healthy and varied diet 
  • Cooking and Nutrition: Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • Curriculum Transitions
  • How KS1 builds upon EYFS -  Children will more formally develop D&T skills through planned projects using the KAPOW scheme. They will explore wheels and axles, textiles to make a puppet, develop personal choices when choosing what ingredients to put into a smoothie and structures when designing a moving paper windmill.
  • How LSKS2 builds upon KS1 -The skills covered in KS1 are developed systematically through the five Design & Technology projects planned for each year group  (textiles, cooking and nutrition and structures) through the KAPOW scheme. Children will be introduced to new skills in using electrical system (designing a static electricity game)
  • How UKS2 builds upon LKS1  - Again the structure of projects based on textiles, cooking and nutrition, structures and electricity are used to develop the skill attained in LKS!
  • How UK2 prepares children for KS3/Secondary readiness - By following the KAPOW scheme of work, the children will have a good range of D&T skills embedded. They will have a good grasp of research, designing and adapting designs, assessing their work and be familiar with a range of tools.

 

  • Curriculum Sequencing
  • Through following the Kapow D&T scheme of work in KS1 and KS2 the children will be exposed to a systematic development of skills that they will have begun in EYFS.
  • Through the KAPOW scheme of D&T, children build upon their skills with each new project. Some of the projects have been moved around to match the main curriculum topic covers ( eg. structures from Year 3 has been moved to Year 2 as the project is castles – matching the work in Year 2, textiles, fastenings has been moved from Year 4 to Year3 to match their work more on the Stone age) All changed are outlined on the curriculum overview for D&T scheme of work 2020 (KAPOW scheme) Where changes have been made, teachers will adapt the skills taught to ensure there are no gaps in the progression of the children.

 

  • Curriculum Differentiation

 

  • Various strategies can be used in each lesson to support and extend pupil’s learning.
  • Mixed ability pairing allows pupils to support each other through discussion, visual example and practical work when exploring new techniques.
  • Teachers and TA can support pupils understanding when needed
  • Each lesson planned through Kapow has built in extension tasks for those children working at or towards greater depth.
  • MA pupils given greater scope to develop ideas, use a wider range of techniques or greater range of materials.
  • Differentiation can be built into discussions by use of appropriate level questioning and vocabulary use.

 

Curriculum Skills

  • English – Oracy. Children to express ideas clearly, explain intent and assess work orally. Listening skills developed through dialogue.
  • English – writing. Children to label diagrams and write a set of instructions.
  • Maths – use a ruler to measure accurately, know the names of 2D and 3D shapes, make and create nets for 3D shapes.  Explore strength and stability of structures/shapes.
  • SMCS – express personal thoughts and opinions in a positive way.
  • History – learn about different time periods.
  • Geography – name and locate countries of the world, identify where food products come are produced. Understand seasons and seasonality. Look at structures in different aces in the world.
  • Science – examine the properties of different materials. Explore strength and stability of structures/shapes. Develop an understanding of forces (creating mechanisms –pulleys, wheels, axles, levers and linkages)
  • ICT – research information about foods, buildings, create word documents and spread sheets, take photographs.
  • Art – create aesthetically pleasing designs, developing the ability to express their ideas.

 

Curriculum Assessment and Intervention

  • Self-assessment – children evaluate designs and outcomes against agreed criteria, this is built into each lesson. At the end of each unit there is a bank of statements (Kapow) to assess against for secure understanding and greater depth.
  • Peer assessment – children will evaluate other pupil’s work against agreed criteria. They will be taught to verbally offer positive constructive criticism. Children peer assess through partner/group talk.
  • Teacher assessment – verbal feedback is given in each lesson to support how to develop ideas and work. Children will be assessed against the bank of assessment statements in Kapow.

 

  • Teacher assessment at the end of each unit of work will show whether a child is working at expected, below or with greater depth. This will inform the teacher as to which children may need greater support to ensure they bridge gaps in their learning or whether they require greater challenge in future design tasks.
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