At Godinton Primary School, we believe that our Design and Technology curriculum prepares children to deal with tomorrow’s rapidly changing world and allows them to develop their creativity through designing, making and evaluating. Practical skills are combined progressively with knowledge about particular materials, tools or mechanisms to turn innovative ideas into imaginative models or products. This might be designing a pulley system to make a medieval cathedral, creating a model of a London landmark or exploring different bridge structures. Children are taught to select and use appropriate tools safely and effectively as part of their work and are actively encouraged to think about important issues such as sustainability and enterprise. Food technology also forms a core part of our DT curriculum and develops progressive skills from making simple items for a picnic to creating chocolate bars or making bread.
Within our DT curriculum, our children become independent, creative problem solvers and thinkers as individuals and within part of a team. They are able to reflect on and evaluate present and past design and technology, its uses and its impacts in our world. Through positive engagement in this subject we may see future engineers, architects and product designers gain their first spark of interest and excitement in this area.
Across the school, each year group is allocated three areas of Design and Technology to explore. Each unit of work is taught over a series of lessons usually lasting 6-8 weeks however, we recognise the practical nature of this subject and therefore allow for flexibility in when these lessons are taught. After initial lessons, classes may group DT lessons together for a period of 3-4 hours to allow for quality practical time to make their product.
Our Design and Technology curriculum in KS1 focuses on Cooking & Nutrition, Mechanisms and Levers and Building Structures. In KS2 our curriculum focuses on Cooking & Nutrition, Understanding and Using Electrical Systems, Mechanisms for strengthening and stiffening linked to structures and mechanical systems. During our curriculum design, we have ensured that the knowledge and skill level required to be successful in a particular topic builds upon the previous year’s curriculum. We recognise that to be successful in Design and Technology, children need to develop specific skills and therefore our DT skills have also been carefully chosen that there is clear progression from year to year.
During Design and Technology lessons children will have the opportunity to evaluate real-life products, develop and practise new techniques, design their own products to meet a ‘specification’, and then evaluate their work and the work of others. During a child’s Design and Technology journey, where relevant, children will have opportunities to learn about the work of famous designers and their influence on products today. In Design and Technology lessons, children will develop confidence in handling and using the tools required to make their products and will become confident in selecting the correct tool to complete the task in hand.
The EYFS framework is structured very differently to the National Curriculum and it is organised across seven areas of learning. Our EYFS Design Technology Curriculum is designed around the most relevant statements taken from the Early Learning Goals in the EYFS statutory framework and the Development Matters document. In EYFS, Design Technology falls within the Physical Development ( fine motor skills) and Expressive Arts & Design (Creating with Materials) areas of learning.
It is our aim that when children at Godinton Primary School finish their first year at school and move into Year 1, they will be able to:
The impact of our Design &Technology curriculum design will lead to secure progress over time across Key Stages 1 and 2 which will be relative to a child’s individual starting point. Children will be expected to leave Godinton reaching at least age-related expected skills. We want to the ensure that children who are achieving well, as well as those who need additional support, are identified and additional provision and strategies are planned into lessons to support their needs.