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  • Intention

At Half Acres Primary Academy, our Design and Technology curriculum encourages children to become creative problem solvers, both as individuals and as part of a team.  It offers children a chance to use creative thinking and activity for a clear purpose and with a tangible outcome. It can be found in many of the objects children use each day and is a part of children’s immediate experiences. As a subject, Design and Technology combines skills, knowledge, concepts and values to enable children to tackle real problems.

  • Implementation

Children are taught a range of skills and knowledge through creative and practical activities in each year group. These projects, wherever possible, have been linked to the topic theme for the term. Pupils are taught the knowledge, understanding and skills needed to engage in the process of designing and making. They will work in a range of relevant contexts such as the home, school or local community.Teacher expertise is supported through the use of a published scheme of skills.

Early Years: children are taught and have the opportunity to explore a variety of practical techniques which they can use to design and create products in Key Stage 1 and 2. They are also encouraged to begin to evaluate their work to make improvements.

Key Stage 1: children will explore existing products before designing purposeful and functional products which appeal to themselves and others based on specific criteria. They will select from a range of taught skills to allow them to create their product, adding materials and components according to their characteristics. They will evaluate their own work and the work of others against specific criteria to allow them to make improvements.

Key Stage 2: children will research into existing products to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups. They will select from an increasing range of taught skills to allow them to create their product, adding materials and components according to their properties to meet a specific design brief. They will evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

The curriculum consists of: 

  • • Food and cooking
  • • Textiles
  • • Mechanisms
  • • Materials
  • • Construction

• Electricals and electronics

  • Impact

Children are assessed at the end of each unit of work against the planned objectives. Evidence is collected in topic books / files to demonstrate which skills the children have achieved. Children also have the opportunity to self and peer-assess throughout the unit of work to identify their own strengths and next steps.

    • Part of:Inspire
    • Aspire Teaching School
    • National Teaching School
    • Accredited by Quality in Play