Design & Technology AT ST LUKE'S
Subject leader: Mrs F Noor
“Technology makes possibilities. Design makes solutions.”
– John Maeda
What we believe:
At St Luke’s we endeavour to teach our children to become creative and innovative thinkers. With an ever changing world, we aim to provide our pupils with the skills needed to create, design and build a variety of technology based products. Our curriculum is based upon the New Curriculum targets and skills, in conjunction with original QCA documentation. Our Design and Technology leader has developed a structured progression of skills document which shows the development of DT skills from EYFS to year 6.
Throughout the school pupils are taught the skills to safely use a range of materials and equipment, including ICT based software and food. In Early years the focus is on exploring the world around them and developing the gross and fine motor skills they need to successfully approach the Key Stage 1 curriculum. Within Key stage 1 and 2, pupils follow a structured progression of skills focusing on food, materials, textiles, electrical and electronics, construction, mechanics and computing. Many units are designed to reflect the themes being taught within year groups and children are encouraged to make suggestions, evaluate and improve their designs during all parts of the process.
The Design Technology Curriculum
Early Years Foundation Stage (Early Learning Goals)
- Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
- Share their creations, explaining the process they have used.
Make use of props and materials when role playing characters in narratives and stories.
- Hold a pencil effectively in preparation for fluent writing – using
- the tripod grip in almost all cases.
- Use a range of small tools, including scissors, paintbrushes and cutlery.
Key Stage 1 National Curriculum:
Children should be taught to:
Design purposeful, functional, appealing products for themselves and other users based on design criteria
generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
Explore and evaluate a range of existing products
Evaluate their ideas and products against design criteria
Build structures, exploring how they can be made stronger, stiffer and more stable explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.
Key Stage 2 National Curriculum:
Children should be taught to:
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]
Apply their understanding of computing to program, monitor and control their products.
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Helping your child with DT at home
Click on the links below to view our DT policy and progression grid/topics: