Curriculum statement - DT
DT should provide children with a real life context for learning. At Buntingsdale, we want to allow children to aspire to be more through creating opportunities for them in the wider world. Through the DT curriculum, children should be inspired by engineers, designers, chefs and architects to enable them to create a range of structures, mechanisms, textiles, electrical systems and food products with a real life purpose. Wherever possible, link work to other curriculum area such as mathematics, science, engineering, computing and art. This gives the learning purpose and relevance to the children.
All teaching of DT should follow the design, make and evaluate cycle. Each stage should be rooted in technical knowledge. The design process should be rooted in real life, relevant contexts to give meaning to learning. While making, children should be given choice and a range of tools to choose freely from. To evaluate, children should be able to evaluate their own products against a design criteria. Each of these steps should be rooted in technical knowledge and vocabulary. DT should be taught to a high standard, where each of the stages should be given equal weight. There should be evidence in each of these stages in the Topic books, which should also develop to show clear progression across the key stages as they are passed up through each year group.
In KS1 this looks like:
· Design should be rooted in real life, relevant contexts to give meaning to the learning.
· Planned through appropriate formats: drawing, templates, talking and mock-ups.
· Children should be given a range of tools for their projects to choose from.
· Children should use a wide range of materials and components; textiles, construction equipment and ingredients.
· Evaluate existing products.
· Evaluate their own products against design criteria.
In KS2 this looks like:
· Rooted in real life, relevant contexts to give meaning to the learning.
· Researched designs based on functional, appealing products with purpose.
· Planned by appropriate methods; annotated sketches, cross-sectional diagrams, prototypes, pattern pieces and computer aided design.
· Children can select from a wider range of tools than KS1.
· Children should use from and select a wider range of materials and components; textiles, construction equipment and ingredients.
· Evaluations should be in comparison to existing products.
· Children should evaluate against a design criteria.
· Children should understand how key events and individuals have helped shape design and technology globally – products are in context!
Children will know more, remember more and understand more about Design Technology.
The large majority of children will achieve age related expectations in Design Technology.
Develop a critical understanding of its impact on daily life and the wider world
As designers children will develop skills and attributes they can use beyond school and into adulthood.