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Design & Technology

Design and Technology Statement of Intent

 

Connecting with learning

At Radcliffe on Trent Junior School, we intend to deliver a high quality Design and Technology curriculum. Through our values our pupils will be able to exercise their creativity by designing and making. As an inspiring and practical subject, we intend to prepare children to deal with an ever-changing technological world, encouraging them to become creative and resourceful problem solvers, working both independently and as members of a team.

We strive to ensure that children’s interests are captured through theme learning, ensuring that links are made in a cross curricular way, giving children motivation and providing meaning for their learning. Design and Technology also allows children to apply the knowledge and skills learned in other subjects, particularly Maths, Science and Art.

It is our aim that children at Radcliffe on Trent Junior School will have the chance to work both practically and analytically. Confidence and resilience will be developed through skills by using a range of tools, resources and materials to create effectively constructed and aesthetically pleasing results. Furthermore, they will be taught a progression of skills from Year 3 through to Year 6 to ensure that the children are able to overcome ever increasing challenges and improve designs and products. Our progression of skills will also ensure that children will learn and master basic cooking skills.

Children will be taught the important skill of evaluation. They will be allowed to adapt and improve their work, providing them with not only a sense of achievement but also a strong foundation for understanding their next steps in learning- a key skill for life.

 

Connecting with others

Design and Technology at ROTJS encourages all children to channel their creativity through the schools value of ‘Be creative and use your imagination’. Children are taught to share their ideas and work with others in a respectful manner creating a classroom ethos whereby children feel confident to work with their peers. Part of the process of Design and Technology means that children will sometimes fail with their designs but the encouraging classroom environment means that all children can ‘Be brave and bounce back’ thus developing resilience. Lessons are taught in a way that allows children to build not only their independent skills but also their team work skills.

 

Connecting with community

Our Design and Technology curriculum is designed to ensure that children are presented with real life problems and challenges, enabling them to ‘Be curious and love learning’. Enrichment is also an important part of the Design and Technology curriculum. At ROTJS we make links with professionals from within our local community, such as engineers engineers, who can then come into school to work with our children, helping them to understand how subject disciplines link to the wider world.

ROTJS Design and Technology Curriculum

 

 

Year 3

Year 4

Year 5

Year 6

Design

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.

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.

Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross sectional and exploded diagrams, prototypes, pattern pieces and computer- aided design.

 

Make

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 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.

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.

Evaluate

Investigate and analyse a range of existing products.

 

 

 

 

 

 

 

 

Investigate and analyse a range of existing products. Evaluate their ideas and products against their own design criteria.

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 to shape the world.

Technical Knowledge

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 [series circuits incorporating switches, bulbs, buzzers and motors].

Apply their understanding of computing to program, monitor and control their products.

Food Technology

Understand and apply the principles of a healthy and varied diet.

 

 

 

Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.

 

 

Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques. Understand seasonality.

 

Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

 

 

 

DT Focus Areas

 

 

1

 

2

 

3

 

4

 

5

 

DT Focus Area

 

Textiles

 

Mechanisms

 

Structures

 

Electrical Controls

 

Food Technology

Products

 

 To be decided based on topics.

 

(Shelters, passport holders, sandwich making, boats, mazes, toothpaste boxers, stuffed toys) – ideas.

Key Teaching Points

Based on a two-year cycle

 

Mechanical Systems - Levers and linkages

Food - Healthy and varied diet (including cooking and nutrition requirements for KS2)

Electrical Systems - Simple circuits and switches (including programming and control)

Textiles - 2-D shape to 3-D product

Structures - Shell structures (including computer aided design)

Based on a two-year cycle

 

Mechanical Systems - Levers and linkages

Food - Healthy and varied diet (including cooking and nutrition requirements for KS2)

Electrical Systems - Simple circuits and switches (including programming and control)

Textiles - 2-D shape to 3-D product

Structures - Shell structures (including computer aided design)

Based on a two-year cycle

 

Mechanical systems - Pulleys, gears or cams

Food -  Celebrating culture and seasonality (including cooking and nutrition requirements for KS2)

Electrical Systems - Using more complex switches and circuits (include programming, control and monitoring)

Textiles - Combining different fabric shapes (including computer aided design)

Structures - Frame structures

Based on a two-year cycle

 

Mechanical systems - Pulleys, gears or cams

Food -  Celebrating culture and seasonality (including cooking and nutrition requirements for KS2)

Electrical Systems - Using more complex switches and circuits (include programming, control and monitoring)

Textiles - Combining different fabric shapes (including computer aided design)

Structures - Frame structures

Key Vocabulary

Mechanism

Lever

Design

Joining

Strengthening

Measure

Tools

Materials

Running stitch

Evaluate

Healthy

Appearance

Hygiene

 

Measure

Specification

Allergy

Gluten

Annotations

Edge

Accuracy

Folding

Mechanism

Battery

Input

Output

 

Seam

Proto-type

Pattern

Template

Scoring

Re-enforcement

Pulley

Sequence

Troubleshoot

Repetition

Standards

Hygiene

 

Perishable

Freeze

Intolerance

Storage

Market research

Frame

Structure

Tension

Research

Tacking

Triangulation

Driver

 

Sticky knowledge

To identify the features of different mechanisms and understand how they work.

Demonstrate food safety.

To make an electrical system (series).

To cut, pin and sew two pieces of material together.

To demonstrate wood work safety.

To demonstrate the use of technical language to describe properties of materials and mechanisms.

 

To demonstrate and explain hygienic food preparation

 

To make an electrical system (parallel).

 

To identify different stitches.

 

To accurately measure, saw and assemble.

 

 

To use the relevant topic vocabulary (crank, frame, pulley, wheels, cam).

 

To explain the role of food hygiene in the kitchen and look at the food hygiene standards.

 

To make an electrical system and explain how it works.

 

To cut fabrics accurately and sew seams.

 

To assess which material would be the best to use for their structure.

To use the relevant topic vocabulary (crank, frame, pulley, wheels, cam) and analyse their use.

 

To explain the role of food hygiene and show expert awareness of what this looks like when preparing/cooking food.

 

To make an electrical system and explain how it works.

 

To sew using different stitches (running and blanket).

 

To demonstrate different skills when building a structure (wood work, tying knots, creating a net).

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