Westgate Academy
Learning and Growing Together
Design Technology Curriculum at Westgate
Design and Technology Curriculum Intent
Through Westgate Academy’s DT curriculum, we strive to ensure that all children leave our school having made products in different forms, using different creativity and imagination, and including them in LOCAL links of whole school projects, public competitions and clubs in order to ENRICH their cultural capital. We will provide our children with the opportunity to explore and COMMUNICATE their ideas in a variety of ways, including written pieces, prototypes (both individually and co-operatively with others). We strive to ensure that children are scaffolded in order to be AMBITIOUS in designing and making products that solve real relevant problems for a variety of contexts and users, considering their own and others’ needs, wants and values. Additionally, in order for subject knowledge to be REMEMBERED, we will provide children with the opportunity to evaluate and analyse products by COMMUNICATING the language of product design comparatively throughout their time at Westgate. We will provide children with the opportunity to evaluate past and present design and technology, develop a critical understanding of its impact on daily life and the wider world. We will provide them with the opportunities to learn about great craft makers and designers, and understand the historical and cultural development of their design forms have shaped the world. We will encourage children to critique, evaluate and test their ideas and products and the work of others. We will follow the National Curriculum in a way that meets the needs of our changing cohorts and our individual children.
By the end of Key Stage 2, a Westgate Design and Technologist will be able to…
Curriculum Content Coverage
YEAR GROUP | OBJECTIVES |
YEAR 3 |
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Developing, planning and communicating ideas | I am beginning to generate ideas for an item, considering its purpose and the user/s I am beginning to identify a purpose and establish criteria for a successful product. I am able to make a simple plan of the order of my work before starting I am able to explore, develop and communicate design proposals by discussing my ideas and writing/drawing them I am able to make drawings with labels when designing |
Working with tools, equipment, materials and components to make quality products (incfood) | I can with adult support select tools and techniques for making my product I can measure, mark out, cut, score and assemble components with more accuracy I can work safely and accurately with a range of simple tools I can think about my ideas as we progress and can be willing to change things if this helps improve my work I can (with support) measure, tape or pin, cut and join fabric with some accuracy I demonstrate good hygienic food preparation and storage I can explore using finishing techniques strengthen and improve the appearance of my product using a range of equipment including ICT |
Evaluating processes and products
| I can begin to evaluate my product against original design criteria e.g. how well it meets its intended purpose I can disassemble and evaluate familiar products |
YEAR 4 |
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Developing, planning and communicating | I can generate ideas, considering the purposes for which they are designing I can make labelled drawings from different views showing specific features I can develop a clear idea of what has to be done, planning how to use materials, equipment and processes, and suggesting alternative methods of making, if the first attempts fail I can evaluate products and identify criteria that can be used for my own designs |
Working with tools, equipment, materials and components to make quality products (inc food) | I can select appropriate tools and techniques for making my product I can measure, mark out, cut and shape a range of materials, using appropriate tools, equipment and techniques I can join and combine materials and components accurately in temporary and permanent ways I can sew using a range of different stitches, weave and knit I can measure, tape or pin, cut and join fabric with some accuracy I can use simple graphical communication techniques |
Evaluating processes and products
| I can evaluate my work both during and at the end of the assignment I can evaluate my products - carrying out appropriate tests
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YEAR 5 |
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Developing, planning and communicating | I can generate ideas through brainstorming and identify a purpose for my product I can draw up a specification for my design I can develop a clear idea of what has to be done, planning how to use materials, equipment and processes, and suggesting alternative methods of making if the first attempts fail I can use results of investigations, information sources, including ICT when developing design ideas |
Working with tools, equipment, materials and components to make quality products (inc food) | I can select appropriate materials, tools and techniques I can measure and mark out accurately I can use skills in using different tools and equipment safely and accurately I can weigh and measure accurately (time, dry ingredients, liquids) I can apply the rules for basic food hygiene and other safe practices e.g. hazards relating to the use of ovens I can cut and join with accuracy to ensure a good-quality finish to the product
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Evaluating processes and products
| I can evaluate a product against the original design specification I can evaluate it personally and seek evaluation from others
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YEAR 6 |
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Developing, planning and communicating | I can communicate my own ideas through detailed labelled drawings I can develop a design specification I can explore, develop and communicate aspects of my design proposals by modelling my ideas in a variety of ways I can plan the order of my work, choosing appropriate materials, tools and techniques
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Working with tools, equipment, materials and components to make quality products (inc food) | I can select appropriate tools, materials, components and techniques I can assemble components make working models I can use tools safely and accurately I can construct products using permanent joining techniques I can make modifications as they go along I can pin, sew and stitch materials together create a product I can achieve a quality product |
Evaluating processes and products | Evaluate my products: identifying strengths and areas for development, and carrying out appropriate tests I can record my evaluations using drawings with labels I can evaluate against my original criteria and suggest ways that the product could be improved |
Designs Explored
YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
Wax tablets frames Moving pneumatic monsters Great British Bake Off (Home learning challenge) Landmark challenge | Marzipan centerpieces Light-up ornaments – electrical circuits and nets Pop-up books Photography | Steampunk inspired moving gear mechanisms Beam Bridge Cable-stayed bridge – masking tape and card William Morris art style to make a sewn Christmas decoration | Anderson shelter (tabs) Periscopes Grabber hands |
Vocabulary – words to be selected by each year group dependent on project undertaken:
Confirmed by each year group Sept 2021 Year 3 Year 4 Year 5 Year 6
Equipment | ||
Annotated diagram Appearance Apron Artefact Artstraws Axle Back-stitch Bake Baking sheet Basin Baste Batik Battery Bench hook Bench vice Binca Blanket stitch Boil Bolt Brittle Bulb Bulb holder Buzzer Cam Can opener Card Chassis Chopping board Circuit Cladding Clamp Clay Cog Components list Compression Computer control Conductor Control Coping saw Cork board Cotton Crank Crayons Crocodile clip Cross-section Current Customer survey Cutting mat Decoration Design Design brief Design process Design specification Disassembly Dishcloth Dismantle Dowel Drawing tools Drive belt 13 Drill Dye Electricity Energy Engineering Enlarged view Evaluation Exploded drawing Fan fold Fat Fibreboard Fibres File Final design Flexible Flow chart Foil Fold Food preparation Force Forma-foam Framework Friction Fulcrum Function Gear Glue Goggles Graphics Grater Hammer Hardboard Hardwood Healthy eating Hessian Hinge Hole punch Hydraulics Hygienic | Ingredient Input Insulation Investigation Join Joint Junior hacksaw Kilojoule Knead Knives Knot Ladle Laminate Landscape Layering Lever Linear Linkage Load Lollipop sticks Loom Machine Magnet Mark out Marker pens Market research Masking tape MDF Measuring jug Measuring spoons Mechanism Mesh Meshing Metal Mind map Mixing bowl Mobile Mock up Modelling Modify Motion Motor Mould Mouldable material Mountain-fold Nail Needles Net Nut Opaque Oscillate Output Paints Palette knife Pan Paper Paper clip Paper drill Parallel circuit Parts drawing Parts list Pastels Pastry cutters Pattern Pencils Pens Performance Perspective drawing Perspex Pincers Pins Pivot Pizza tray Plan Plastic Plasticine Play dough Pliers Plug Plywood Pneumatics Polystyrene Portrait Pressure pad Product analysis Propeller Proportion Prototype Protractor Pulley Pulley system Push fit PVA Questionnaire Quilting Ratchet Reamer Recipe Reclaimed materials Running stitch | Reed switch Research Resistance Resistor Rigid Risk assessment Rivet Roast Rotary Rub Ruler Safety ruler Sandpaper Saw Scales Scissors Scoring Screw Screwdriver Seam allowance Secondary source Section drawing Self-tapping screw Sello-tape Sensor Sequential diagram Series circuit Set square Sewing terms Shaft Shape Short circuit Sieve Silk Simmer Sketch Slide switch Snips Softwood Spacer Spanner Spatula Specification Spring Stable Stapler Stencil Storyboard Structure Style Sugar Surform Switch Synthetic Syringe System Tabs Tablecloth Tacking stitch Taste test Technology Template Tenon saw Tension Terminal block Tessellations Textile Texture Thermoplastic Thermosetting material Thimble Three-dimensional Tie and dye Tilt switch Timber Toggle switch Tongs Translucent Transparent Triangulation Two-dimensional U-fold V-fold Wadding Washer Weaving Wheel Whisk Winch Wire Wire strippers Wood Wooden spoon Wool Work plan Working drawing |
IMPLEMENTATION
Each year group will cover 1 unit of DT (alongside 1-2 units of Art) within each Topic.
Year 3 | |||
Terms 1 and 2 | Terms 3 and 4 | Terms 5 and 6 | |
Topic: Were the Romans really rotten?
Picture This: Roman mosaic
Art – Collage, pattern and colour - Unit of collage work through mosaic (linked to Picture This)
Art – 3D work - Clay work – mosaics
Art – Drawing Artists: Various - Sketching techniques - Roman soldiers - Newport Arch - Artefacts
DT – Structure - Wax tablets in frames |
Topic: Wonders of Where We Live
Picture This: Big Ben London 2012 by Leonid Afremov
Art – Printing, pattern, painting and colour Artists: Various Architects: Various - Printing unit linked to topic and landmarks
DT – Food - Bread making in school - ‘Great British Bake Off’ – for Creative Home Learning project
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Topic: Journey to the Islands of Stories
Picture This: Illustration by Colin Thompson (from The Paperbag Prince)
Art – Painting - Various techniques - Water colour
Art - 3D Work - Decorating moving monsters
DT – Mechanisms - Pneumatic systems - Monsters
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Year 4 | |||
Terms 1 and 2 | Terms 3 and 4 | Terms 5 and 6 | |
Topic: Terrible Tudors
Picture This: King Edward VI and the Pope by unknown artist Pencil crayon
Art – Drawing and painting Artist: Various Art Movement/Style: Renaissance - Portraits Watercolours, pencil and coloured crayon
DT – Food - Marzipan sculptures |
Topic: Exploring Europe
Picture This: The Eiffel Tower by Georges Seurat
Art – Painting Artist: Georges Seurat Art Movement/Style: Pointillism Paint and cotton buds
Art – Photography and Collage Artists: David Hockney - European landmarks
Art – Photography - Shaun from Kamara Photography - Drone demonstration, green screen, outdoor photography, photo shopping
DT – Structures Architects: Various - European structures
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Topic: All Creatures Great and Small
Picture This: Tiger in a Tropical Storm/Surprise by Henri Rousseau Pencil crayon
DT – Mechanisms - Pop-up books
Art - 3D Work Artists: - Antoni Gaudi
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Year 5 | |||
Terms 1 and 2 | Terms 3 and 4 | Terms 5 and 6 | |
Topic: Victorian Britain
Picture This: Glasgow, Saturday Night by John Atkinson Grimshaw
Art – Drawing and Painting – Perspective Art -Linked to Picture This
DT – Mechanisms - Gears – Steampunk animals
Art – Textiles, pattern and colour Artist: William Morris - Printing (on fabric) - Sewing
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Topic: Events that have Shaped the Americas
Picture This: Volcano at Night by Jules Taverner
Art – Drawing, Colour and Painting Artist: Hokusai - Various techniques - Mountain/volcano sketching and painting
Art – 3D work - Volcanoes
Art – Batik/Printing Artist: Britto - Recap on printing from term 2
DT – Structure Architects: Various - Bridges
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Topic: Inspirational People
Picture This: Photograph (Martin Luther King’s speech)
Art – Drawing and Painting – Perspective Art - Recap from term 1 - Linked to Picture This
Art – Drawing – Portraits Artist: Frida Kahlo
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Year 6 | |||
Terms 1 and 2 | Terms 3 and 4 | Terms 5 and 6 | |
Topic: The World at War
Picture This: Propaganda image watercolour
Art – Printing and colour Artists: Andy Warhol and Roy Lichtenstein Art Movement/Style: Pop Art - Poppy art – Contrasting colours (crayon) - Silhouette soldier and watercolour crayon behind - Neg and pos printing -String printing
DT – Structures - Anderson Shelters - Periscopes (tabs as joins)
Art – Drawing -Pastel silhouettes |
Topic: Out of this World
Picture This: A Blue Globe Hanging in the Sky by Charles Bittinger - Pastels (soft and oil) - Planets
DT – Mechanisms Grabber hand (levers) |
Topic: Harry Potter TBC
Picture This: Illustration of Hedwig the owl by Gabriel Picolo
Art – Drawing - Owl - Sketching techniques of brass candlesticks (sketchbooks) (pencil, watercolours and watercolour crayons)
DT – Food TBC
Art – 3D or Photography TBC
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Each DT unit will follow the following stages:
Stage One – Evaluate existing products
At this stage, children will be introduced to a product linked to their topic.
Children must:
| Stage Two or Three – Designing
At this stage, children will design their ideas
Children must:
- Come up with designs for their final piece (plan it out) - Evaluate their designs (positives and negatives) - Choose a final design
Children might: - Look at examples of designs/WAGOLLs in order to discuss positives and negatives |
Stage Two or Three – Practising the Skill
At this stage, children will be introduced to the skill that they will be using to create their final piece.
Children must:
- Have the skill modelled for them (either by teacher or through videos) - Have a variety of opportunities to practise the skill
Children might: - Practise elements of this skill for their booklet as evidence - Evaluate the skill e.g. discuss the difficulties; give advice for using it; discuss the impact/effect of the skill etc.
| Stage Four – Make the product
At this stage, children will create their final piece (based on their plans from the designing stage).
Children must:
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Stage Five – Evaluate the product and process
At this stage, children will get to reflect on their product.
Children must:
· evaluate the process of working |
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IMPACT
Design and Technology – Monitoring progress
These four National Curriculum aims have been used to define four distinct progress objectives.
1. Generating Ideas: The skills of designing and developing ideas
2. Skills and making: The skills of making art, craft and design
3. Evaluating: The skills of judgement and evaluation
4. Knowledge: Knowledge of both technical process and cultural context
By using these, it will help ensure we can show consistency across planning, teaching and assessment.
The diagram shows the three ‘process’ objectives (learning to do) wrapped inside the supporting knowledge objective (learning about).
Assessment:
Assessment in design and technology takes account of all aspects of pupils’ learning and achievement. This includes, not only what pupils make, but also how they make it, what skills they acquire and what they know about the tools and materials they use. Assessment also takes account of what they know about the world of design, which places their own work in the wider cultural context.
To assess their knowledge, teachers listen to pupils talking about design and read what they write. Evidence for assessment occurs in different forms and at different times through the course of a unit, so assessment too is spread out over time. It is not necessary to assess everything at the same time, or to leave it all until the end of the unit. These assessments are used over time to build a profile of achievement across all four of the progress objectives.
Assessment can be further refined by using the three-point scale that evaluates the extent to which each pupil has met each of the 4 progress objectives (‘Generating Ideas’, ‘Skills and Making’, ‘Evaluating’, and ‘Knowledge’):
Exceeding: Pupils who are exceeding the expectations will typically be providing evidence of achievement that consistently extends their learning beyond the confines of the task. They are working in ways that show deeper understanding and mastery and which are above the norm for their peer group. Assessment in each of the strands could be described as:
1. Generating Ideas: Showing greater: complexity; research; functionality; originality; perception; aspiration; creativity.
2. Making: Showing greater: technique; skill; control; complexity; mastery; quality; judgement; functionality.
3. Evaluating: Showing greater: judgement; autonomy; independence; perception; subtlety.
4. Knowledge: Showing greater: breadth; contextual understanding; explanation; judgement.
Meeting: Pupils who are meeting the expectations in full will typically be providing consistent evidence of achievement which shows that they have understood and confidently achieved the assessment criteria. They are working at a standard which is appropriate for their peer group.
Developing: Pupils who have yet to meet the expectations in full will typically be providing evidence of achievement which is consistently less resolved and confident than their peer group.
This grid will be used at the end of the unit, but by putting the 4 progress objectives together with the three-point scale allows assessment to be continuous throughout the unit and then summarised at the end of the unit, then at the end of the year.
Opportunities to link with other subjects
Science – circuits
Art- Use of mediums, structures
History – Linking to products used in topics studied
Opportunities to revisit learning
Children have the opportunity to revisit skills across a year and across key stage 2 throughout every unit
- The evaluate, design, making and evaluating process repeats through any DT product or year group.
Local Links
- Year 5 Cable stayed Bridge – Humber Bridge.
- Year 6 Anderson Shelters still in gardens of houses nearby.
- Year 4 getting in parents to make marzipan centerpieces with.
SMSC DT | |
Spiritual | DT allows children to develop the ability to enquire and communicate their ideas, meanings and feelings. It allows children to investigate visual, tactile and other sensory qualities of their own and others’ work. Children are introduced to the work of great designers and architects, and experience awe and wonder at these achievements. At the same time, DT encourages independent thinking and allows children to have their own thoughts, preferences and opinions. The spiritual child has the ability to reflect and DT allows children to do this (both on their final product and the existing products of others’). |
Moral | The moral child will develop through the medium of DT as lessons incorporate mutual respect and the consideration for others’ work. Pupils are encouraged to show compassion when assessing the work of others, understanding how their comments can build up or destroy another’s self-belief. The moral child will show respect to others if an idea of theirs does not work. In DT, they will learn to receive constructive criticism of their own work. They will also learn that they might not have the same views as another child. This will help them to respect that people think in different ways and have different views. In DT, all views and ideas will be respected and valued whilst children learn effective and considerate ways to share their own.
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Social | The social child works well in a team with others, listening to their advice, sharing their own views and taking responsibility for their role. DT frequently requires all pupils to work in pairs, groups or teams. Pupil often work collaboratively, which requires co-operation and communication. Through classroom displays and wider school displays, children’s work is celebrated throughout the school. In DT, communication skills are encouraged and developed as children discuss their thoughts and opinions to different products and their work. The subject expects the design to fit other people’s needs to the children may need to conduct research to discover this.
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Cultural | Throughout Westgate, children will explore DT from various cultures and civilizations from around the world. This will develop the cultural child as it will lead to a greater understanding of different ways of life and a respect for cultures that are very different from our own. Children will learn how different cultures can enrich our own lives. The spiritual child will celebrate the heights of human achievement and DT will expose children to great accomplishments from a variety of cultures and times.
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British Values | Democracy
The rule of law
Individual liberty
Tolerance
Mutual respect
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