Design and Technology Curriculum

The development of Design and Technology proficiency at Trinity Primary School is achieved through a range of opportunities and experiences across the curriculum. The curriculum enables pupils to take part in the broad range of activities which are directly associated with: 

• Identifying needs 

• Generating ideas and problem solving 

• Planning and designing 

• Making and testing 

• Evaluating 

Through creativity and innovation, design and technology continue to shape our lives. Using an activity-focused approach, a high-quality design and technology education should give pupils opportunities to create, innovate, design, make and evaluate a variety of well-crafted products. Pupils should be taught the technical skills and craftsmanship to execute practical tasks,thereby developing confidence in using these skills. (The National Curriculum) 

Intent

Design and Technology at Trinity School will be an inspiring, rigorous and practical subject. Using creativity and imagination, pupils will design and make products that solve real and relevant problems within a variety of contexts, considering their own and others lifestyles and needs. The children should also acquire a broad range of subject knowledge, often drawing on disciplines such a mathematics, science, engineering, computing and art.

We intend to do this by giving children the opportunities to become of aware of the world around them, reflecting on their own experiences as well as looking at products and inventions from the past and present. Our children’s learning journeys begin in the Early Years Foundation Stage. Here the children will be exploring their ideas and be exposed the idea of become a designer, builder, cook etc. From here as educators we will supply the children with the building blocks to grow and develop the knowledge and skills required.

We want all of our children to be confident in reflecting on and evaluating their products. When our pupils leave Trinity School they will understand the design cycle and will be confident in applying this in a range of real life scenarios, one day taking these skills, including adaptation and resilience into their future careers.

Implementation

As teachers at Trinity school we will take the time to understand the skills and knowledge needed to become a Design and Technologist. This will start by firstly discovering what the children know through an elicitation task. This may be both practical and knowledge based.  Teachers will then use live and daily planning to establish next steps and address misconceptions of the children’s knowledge as well as skills that need to be revisited and practised further.

As our pupils move through the school there will be opportunities to revise and revisit previous skills taught, ensuring it is a part of their long term knowledge. At Trinity we value the importance of practical work in the primary years and therefore children will have the sufficient time to embed design cycle. Children will be encouraged to work individually, in pairs and as part of a group. However, children will still need to gain a range of knowledge surrounding the terminology, strategies and history of products being researched and produced.

Design Technology will also have been monitored by the subject leader throughout the year in the form of lesson observations, exploration of planning and pupil interviews to discuss their learning and understanding, establishing the impact of the teaching taking place.

Impact

Children will see themselves as designers, technologist and individuals who can invent and recreate their own products, bringing their ideas to life. They will leave Trinity with the skills and knowledge to be critical, make links and have the confidence to share their ideas with others. Children will know what Design and Technology is and understand it is an important aspect of modern times, shaping the lives of people in the local community and those in the wider world.

Design and Technology at Trinity School 2021/2022

This year we have already been revising previous skills taught as well as gaining further knowledge and skills. In Year 3 and 4 the children revisited the Design Cycle with their focus topic 'Torches'. During this cross curricular project, over a number of weeks the children evaluated existing products, tested torches and switches, designed and made their own torches. Researching products beforehand, before constructing their own product allowed the children to understand and use electrical systems including switches and bulbs.

In Year 1 the children have been on a DT journey looking at 'Houses'. The focus during this project was the children's building knowledge and skills, firstly assessing how the children join a range of materials when calling on their prior knowledge taught in the EYFS. 

The children were able to successfully use a range of tools, including glue, masking tape and double sided tape. They also had to revise skills such as drawing and cutting along a line. 

The Design Cycle was also used in this project. The children creatively thought of a range of aspects they would like in their homes, some known to us such as stairs, windows, doors. Whilst others added design features such as slides, cinema rooms and extra large bouncy beds! 

At the end of the project the children assessed their models with an adults, discussing what went well and what they may change or adapt next time. Fantastic skills, Year 1!

Design and Technology During Lockdown

Design and Technology was a large part of the children's home learning during the pandemic, allowing the children to take the time to think about the skills and knowledge needed when producing an item.

The younger pupils were challenged to design and make floating boats, strong enough to hold a small toy without sinking. The older pupils have also been practicing their woodwork and tools skills in Forest School, recently making catapults.   

When returning to school after the lock-down the children were very aware of the world around them and the impact human life has on our planet. We thought very carefully about our food consumption and the ways we can make our meals more sustainable.  

The whole school took a trip to the local farm where we discovered how food was produced and ways in which we can help support small businesses. The children thought about how they could reduce meat consumption, making ‘happy cow burgers’ using less meat and adding more vegetables and herbs to fill them up and make the meat go further.