Design & Technology

Our Curriculum Drivers are to promote resilience, develop communication and ensure all pupils have access to all learning possibilities both in and out of the classroom.

‘Technology makes what was once impossible possible. The design makes it real.’ Michael Gagliano

Intent

Our Curriculum Intent is for pupils to know more, do more and learn more.

The CUSP Design and Technology curriculum is organised into blocks with each block covering a particular set of disciplines, including food and nutrition, mechanisms, structures, systems, electrical systems, understanding materials and textiles.

Vertical progression in each discipline has been deliberately woven into the fabric of the curriculum so that pupils revisit key disciplines throughout their primary school journey at increasing degrees of challenge and complexity. In addition to the core knowledge required to be successful within each discipline, the curriculum outlines key aspects of development in the Working as a Designer section.

Each module will focus on promoting different aspects of these competencies. This will support teachers in understanding pupils’ progress as designers more broadly, as well as how successfully they are acquiring the taught knowledge and skills.

What do we teach?

Reception

• Food & nutrition
  • Names and healthy choices
• Structures
  • Design, make and evaluate own structures
• Mechanisms
  • Explore how things work

Year 1

• Mechanisms: Sliders and levers
• Structures: Freestanding structures
• Food and nutrition: Preparing fruit and vegetables
• Understanding materials: Selecting materials
• Textiles: Templates and joining techniques
• Food and nutrition: Understanding a recipe

Year 2

• Textiles: Exploring shape and texture
• Food and nutrition: Following a recipe
• Mechanisms: Axles and wheels
• Understanding materials: Manipulating materials
• Food and nutrition: Increasing our intake of fruit and vegetables
• Structures: Freestanding structures with moving parts

Year 3

• Textiles: Combining materials
• Food and nutrition: A balanced and varied diet
• Mechanisms: Levers and linkages
• Electrical systems: Switches and circuits
• Food and nutrition: Adapting a recipe
• Structures: Developing strength in structures

Year 4

• Food and nutrition: Food choices
• Mechanisms: Hinges
• Electrical systems: Switches and circuits revisited
• Structures: Designing structures
• Textiles: Fixings and fastenings
• Food and nutrition: Understanding dietary requirements

Year 5

• Food and nutrition: Eating seasonally
• Mechanisms: Gears
• Textiles: Making clothes last longer
• Mechanisms: Pulleys
• Structures: Developing stability in structures
• Food and nutrition: Celebrating culture

Year 6

• Food and nutrition: Eating ethically
• Mechanisms: Gears
• Food and nutrition: Eating on a budget
• Structures: Designing structures REVISITED
• Electrical systems: complex switches and circuits
• Textiles; Sustainable materials

How do we know what children have learned? (Impact)

• Questioning
• Pupil book study
• Talking to teachers
• Low stakes ‘Drop-in’ observations
• Quizzing and retrieval practices
• Feedback and marking
• Progress in book matches the curriculum intent

How do pupils learn?

Each unit includes an overview for teacher which details the context within which the learning is set through a key learning question; prior knowledge; expected knowledge and skills outcomes; background information about designers relevant to the block of learning; and further points of consideration such as elements of DT that are covered and Health & Safety considerations.

Dual coded knowledge organisers contain core information for children to easily access and use as a point of reference and as a means of retrieval practice.  The sequence of learning makes clear essential and desirable knowledge, key question and task suggestions for each lesson. Detailed explanations of the core knowledge are planned into the lessons alongside technical vocabulary which children are encouraged to retrieve (from knowledge notes and lesson materials) and use in their discussions and work.

Retrieval practice is planned into the curriculum through spaced learning and interleaving and as part of considered task design by the class teacher.  Teaching and learning resources and provided for class teachers so they can focus their time on subject knowledge and task design.  Knowledge notes include the core knowledge for the block.

Knowledge notes focus pupils’ working memory to the key question that will be asked throughout the block.  It reduces cognitive load and avoids the split-attention effect. The units are supported by vocabulary modules which provide both resources for teaching and learning vital vocabulary.