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Design and Technology
Curriculum Design Statement:
Intent
At Boldmere, we aim to provide all children with the opportunity to develop the creative, technical and practical expertise needed to perform everyday tasks confidently. Using their imagination, we want our pupils to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. We hope that through our provision, pupils will be encouraged to take risks, leading them to become resourceful, innovative young people. Through the evaluation of design and technology, they will develop a critical understanding of its impact on daily life and the wider world.
Implementation
Using the National Curriculum, we have created a carefully structured progression map which ensures well sequenced teaching and offers the possibility to build on prior learning. Within school, we have a STEM team who work together to look for relevant opportunities to make greater links between Design and Technology and other disciplines such as mathematics, science, engineering, computing and art. For example, the creation of a science and technology club.
At our school, we are committed to providing a scheme that will build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users. It is a deliberate choice to ensure that the process of designing and making is more important than the outcome and that evaluation takes place throughout learning. This is so that mistakes are made and reflected upon, which enables changes to occur to further develop the product (something that is echoed within industry and known as ‘design, build, test and learn’). Success criteria in every Design and Technology lesson are set in order to guide children to achieve their potential. This ensures work is demanding and matches the aims of the curriculum, while challenging the gifted and talented children in this subject. An understanding of different material areas should also be covered in relation to; Textiles (Fabrics), Product Design (Wood/Plastic/Metal), Graphics (Paper, Board and Printing) and Food (Ingredients). We are looking at how to raise the profile of Design and Technology through product/ design based visits to highly effective businesses such as Jaguar Land Rover. This way, children recognise how Design and Technology is used in the wider world including careers.
Impact
Our high-quality design and technology education will help our children see the wider context and have aspirations for cultural capital and jobs for the future. Children of all abilities and backgrounds will enhance their problem solving skills and use school values such as resilience to ensure that work is amended rather than started again. Visits within Design and Technology will enrich the lives of the children and allow them to discuss how the experience has impacted their knowledge and understanding. Participating in our carefully designed schemes of learning will ensure consistency and progress of all learners. Pupils will be more confident, excited and inspired to be problem solvers and designers of the future and are eager to further their learning in the next stages of their learning.
What does DT look like at Boldmere Junior School?
Each year group covers four topics including food and nutrition, structures, textiles and mechanisms. Children will look at one of these topics each half term. The Mechanisms topic is split up into Electrical Systems and Mechanical Systems.
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Mechanical Systems (levers, pulleys, gears, cams) |
Year 3 and Year 5 |
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Electrical Systems (switches and circuits) |
Year 4 and Year 6 |
