Intent
At Senacre Wood Primary School, we recognise that design technology provides pupils with a breadth of knowledge and problem solving skills that will support them in their future and we strive for all our pupils to be resilient and independent designers. Using the national curriculum for design and technology, we aim to ensure that all pupils:
- Apply their creativity and problem solving skills during lessons.
- Build on prior knowledge when designing, creating and evaluating their design and technology learning.
- Make links, and apply knowledge, between design and technology and other subjects, such as mathematics, science and art.
- Use vocabulary related to design and technology, in order to communicate, explain and ask questions.
- Feel confident to take risks, and make mistakes in their learning.
For details of how we implement this within our school and how we measure the impact, please read our Design Technology policy.
Our design and technology curriculum is designed to support our schools values: curiosity, independence, innovation, reflection, resilience, and collaboration. At Senacre Wood Primary School, the pupils enjoy their design and technology lessons, whilst building on a wide range of core skills and values.
Policies
Long Term Plans
Term 1 and 2
The children in EYFS will be accessing a design and technology rich environment, whereby pupils can access a range of construction blocks, materials and tools to build on their design and technology knowledge.
Beech class have been inspired by historical texts, and have been learning about how people had to ration foods in the past, and created puddings out of staple foods, such as bread. The children will be completing a food and technology unit, and will be learning how to safely use a range of techniques by baking some bread pudding.
"It was really easy to make!" Makaio - Y2
In term 2, Year 3 are getting prepared for Christmas, and are making Christmas stockings in their art lessons. The pupils will be refining their design skills, as well as performing practical tasks including cutting and shaping.
"You needed to add snowflakes as it was a Christmas stocking!" Ava-Mae - Y3
Term 3 and 4
As a part of STEM week, Year 6 had the important job of designing and making timers, as the theme of STEM week was 'time', and there was not enough timers for the school to use! The pupils selected their own materials, which included plastic bottles and straws to ensure the timers were stable and fit for purpose.
At the end of January, Sycamore class dived into some cooking and nutrition. They worked in groups to make wartime recipes, which included classics such as toad in the hole and cottage pie, as well as some ration friendly surprise potato balls!
The pupils completed research on what meals were suitable for wartime, and then chose what recipes they wanted to cook. They followed the recipe, then worked collaboratively to cook up their wartime meals. The dishes were then enjoyed and devoured!
"I think ours needed more cheese and a bit longer to cook." Yolanda Y6
During Year 4's 'Electricity' enquiry, Willow class had a go at being electricians! They used bulbs, wires and batteries to make complete circuits, which were then assembled into a torch made from materials. The children investigated how to make their torches shine brighter, and made their own switches using split pins and paper clips.
At the start of term 4, Beech class used their learning from history to make the most protective castle. They used their cutting skills to make battlements and some children made doors that could open or be covered by a portcullis. Castles were decorated to show that they were made of bricks, with some children adding tin foil to show where we needed metal to make it stronger. To add the towers, the children had to think about their joining skills.
Term 5 and 6
In term 5, Maple Class explored a mechanical unit that involved them making moving toys for an intended user. Pupils researched automata toys and learnt about what they are, which helped them with their design.
As the process evolved, they got stuck in with making their frames, and adding in technical mechanisms including cams.
"I chose the snail cam as it has the right movement!" - Izzy Y5
Their evaluation consisted of a video discussing the process, as well as a written evaluation to explain if their product was fit for purpose.
In Sycamore class, the pupils are testing their creativity in their 'Make do and Mend' unit. The design process involves them completing exploded diagrams or a cross sectional drawing. After their designs, the pupils put their textiles knowledge to the test. They are exploring different techniques, which will then be independently applied to their designs.