DESIGN & TECHNOLOGY

Long Term Plan: Single Age Year Groups:

Long Term Plan: Mixed Age Year Groups:

Structuring the Design & Technology Curriculum: D&T

Substantive Knowledge:

* Ensuring pupils master core content through the development of conceptual knowledge of structures, mechanisms, materials and programming in small steps, and the timely revisiting of this key knowledge.

* Ensuring that pupils are explicitly taught and have time to master procedural knowledge, including craftsmanship of cutting, shaping, joining and finishing as well as engineering in focused practical tasks.

* Making explicit and deliberate links to other curriculum subjects – particularly science – to ensure that pupils use and apply scientific concepts in a Design & Technology setting at the appropriate time. Pupils also draw on and further develop knowledge and skills first taught in Mathematics, History, Computing and Art & Design, due to the multi-disciplinary nature of Design & Technology.      

Disciplinary Knowledge:

* Ensuring pupils master core content through the development of conceptual knowledge of structures, mechanisms, materials and programming in small steps, and the timely revisiting of this key knowledge.

* Ensuring that pupils are explicitly taught and have time to master procedural knowledge, including craftsmanship of cutting, shaping, joining and finishing as well as engineering in focused practical tasks.

* Making explicit and deliberate links to other curriculum subjects – particularly science – to ensure that pupils use and apply scientific concepts in a Design & Technology setting at the appropriate time. Pupils also draw on and further develop knowledge and skills first taught in Mathematics, History, Computing and Art & Design, due to the multi-disciplinary nature of Design & Technology.        

Curiosity and Excitement About the Possibilities Offered by Design & Technology:

* Ensuring that all pupils can see themselves reflected in the Design & Technology curriculum, by exploring the contributions made by a wide range of designers, past and present.

* Opportunities to develop character by understanding the difficulties faced by those designers and seeing how characteristics such as resilience and risk taking contributed towards success.

* Understanding the contribution that design and technology makes to creativity, culture, wealth and the well-being of a nation and that more opportunities exist than ever before due to technological advances.

Structuring the Design & Technology Curriculum: Food

Substantive Knowledge:

* Ensuring pupils master core content through the development of conceptual knowledge of food sources, safety, hygiene and nutrition in small steps, and the timely revisiting of this key knowledge.

* Ensuring that pupils are explicitly taught and have time to master procedural knowledge, including cooking skills of chopping, preparing, combining and heating in focused practical tasks.

* Making explicit and deliberate links to other curriculum subjects – particularly science – to ensure that pupils use and apply scientific concepts, such as nutrition and food chains, in a Food setting at the appropriate time.

Disciplinary Knowledge:

* Ensuring that pupils are taught how to make food choices based on qualities like nutritional value; dietary requirements; cost; seasonality; food miles and carbon footprint of production; time to prepare; and quantities. These qualities are introduced in small steps but applied cumulatively so that by Year 6, pupils are able to make decisions based on a selection of them.

The Ability and Desire to Cook Balanced, Sustainable Meals for Themselves and Their Family:

* Providing pupils with plentiful opportunities to taste, experience and evaluate a variety of foods using all their senses to broaden their palette and encourage a love of healthy foods.

* Ensuring that the recipes and foods chosen reflect relevant cuisines from the local context, the UK and around the world.

* Providing recipes that are low cost, balanced and sustainable, which can be cooked (and easily adapted) by pupils after school in a family context.