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Design and Technology

Queens’ Federation: Design Technology Subject Statement

Intent

At the Queens’ Federation we aim to foster ‘Learning for Life.’

We will provide a rich, relevant and inspirational curriculum that promotes a lifelong love of learning and equips our pupils with the key knowledge and understanding, skills and personal qualities that they will need to thrive in a rapidly changing world. Our curriculum is designed to be relevant to our children and is linked to the context of our school and the local community.

The intent of our Design Technology curriculum is to provide opportunities for pupils to learn and apply skills required in the designing, making and evaluating of an effective product for a specific user and a given purpose.

Design and technology lessons will enable pupils to learn about the world in which we live. They will inspire them to think independently and innovatively and use their creativity and imagination to design and make products that solve real and relevant problems within a variety of contexts. Pupils will be given opportunities to reflect upon past and present design technology, its uses in daily life, the wider world and its effectiveness.

Implementation

Our Design Technology curriculum is built around five key elements: mechanisms, construction, food technology, textiles and electrical systems. Each area is revisited, building upon pupil’s prior knowledge and understanding of each element. Skills and knowledge are built upon year by year and are sequenced appropriately to maximize learning for all pupils.  Throughout each element, pupils will follow the cycle of research, design, make and evaluate. The design process will be based on real life, relevant contexts which provide meaning to learning. While making, pupils will be given choice and a range of tools to choose freely from. When evaluating, pupils will be able to evaluate their own products, adapting and improving them against design criteria. Each stage will be given equal weighting and evidence of each stage will be seen in Design Technology books.  Pupils will be made aware of health and safety issues related to all tasks undertaken.

Our Design and Technology curriculum is enriched, wherever possible, through links to learning in other curriculum areas such as mathematics, science, computing and art.  Our curriculum is enhanced through the use of visits and visitors.

We view assessment as a holistic process, which takes place in every lesson through observation of, in questioning and in conversation with pupils and in the production of written outcomes. Design Technology assessment criteria set out the key knowledge and skills that a pupil should achieve at the end of each unit of work.

Impact

 Our curriculum aims to ensure that pupils leave the Queens’ Federation with the skills, knowledge and understanding to become discriminating and informed users of products and innovative citizens. It will enable pupils to develop a greater awareness and understanding of how everyday products are designed and use their creativity and imagination to create their own high quality products. Pupil outcomes evidence a broad and balanced design and technology curriculum and at the end of each year, pupils achieve age related expectations and retain the knowledge and skills learnt from each unit of work.

Yearly Overview

Design and technology at Queen Emma is linked very closely to the topics. Below is a table which shows the work children complete each half term in the different year groups. For each topic there is an element of designing, making (which will involve the use of a wide range of materials) and evaluating.

Examples of Learning

STEM Days

Queen Emma have loved partaking in our STEM days this year! A shocking discovery was made, whereby a new planet has been found by NASA and the conditions on the planet suggest life could exit! We read the BBC news article about the planet and had an amazing opportunity to speak to Dr Chetwynd from the Babraham Institute via a zoom assembly. The children asked him many thought provoking questions and used their existing scientific knowledge to suggest what the creature might be like. We then spent the first day, unpicking the news articles and thinking about what type of creature may live on the planet, based on the data we had and our science knowledge. We then worked in groups to design the creature. During the second day, we made prototypes of our creatures using junk modelling and presented these to our phases. Each phases selected a winner and these were announced in our whole school assembly. Finally, we evaluated our work by noting the strengths and weaknesses of our prototypes in relations to our scientific knowledge about the creature. We hope our prototypes and findings help contribute to this amazing discovery!

Reception

Reception children made houses for the three little pigs. They drew a design first and then made their houses in busy learning. We had a review at the end and children shared their work with their friends.

Reception have been demonstrating a range of skills in DT this term. The children have created different models out of recycled materials. These included the Eiffel Tower, a phone and a bag! Well done Reception.

Year 1

Year 1 had a great day learning all about levers and sliders. We looked at lots of different toys and books that had different levers and sliders and made our own prototypes. We received a letter from Lord and Lady Hedingham from Hedingham castle saying that they needed our help to protect their castle. First we planned what mechanisms we could use by drawing it on our plan. Then we spent the afternoon creating our moving castles. At the end of the day we evaluated our creations, thinking about what went well and what we could’ve done better. We hope Lord and Lady Hedingham were pleased with our models.

Y1 completed their first DT unit. We had to design a moving vehicle to help Traction Man escape from the shark scissors! We discussed which recycled materials we could use to make our cars and we planned our design. Next we made our cars and attached wheels to an axle so that our cars could move. Finally, we evaluated our work; we wrote about what we liked and what we could improve. Well done Year One!

Year 2

Year 2 used their design and technology skills on their ‘Up, up and away day’. First, they met the Wright Brothers Wilbur and Orville who had arrived specially to help out. They looked at how aeroplanes worked and then made a prototype to test outside .The children then used this knowledge to design an aeroplane that would fly at least 1 metre. The children used their designs to make an aeroplane which they then tested in the hall measuring the flight. To end the day, they evaluated their designs. It was an amazing day.

Year 6

Year 6 engaged in some food technology by baking fairy cakes. Small groups allowed each student to participate fully, and support each other with the processes. The reflection highlighted this point, as many of the students stated that “working as a team” was something that was practised. They recognised problems, such as “egg shells in the batter” to “lumpy mixture,” but all seemed enthusiastic, and look forward to trying their treats!
The pictures were also taken by students with a keen eye. Great effort all around!