Wherever we look, evidence of design is all around us. From chairs to hospital equipment, from clothes to websites, from advertisements on the side of a bus to playground equipment, everything has been designed. Our curriculum aims to inspire students to think about the important and integral role which design and the creation of designed products play in our society. The curriculum is split into four different areas: ‘cooking’, ‘textiles’, ‘structures’ and ‘mechanisms and movement’. It is designed so that each class will complete a unit of work in these four different areas at least once a year. In recognition of limited time and competing curricular demands in the primary school setting, each unit has been devised to be delivered in flexible blocks, which means it can be taught over a single day or two half days. Alternatively, some units can be delivered over a number of weeks, whichever suits timetabling better.

Each unit specifies the concepts and skills which the students are expected to learn over the course of a unit. These concepts and skills progress gradually throughout the course of the six years of study. In ‘cooking’ students learn to cook from recipes which gradually build basic culinary skills. Whilst studying these practical skills they learn about concepts relating to food such as nutrition, seasonality, food production, transportation and food from different cultures. In ‘Textiles’ students practise using fabric and thread to learn basic sewing techniques to create objects which demonstrate embroidery, appliqué, weaving and plaiting. Concepts such as the properties and creation of different fabrics, industrialisation, waste, recycling and pollution are interwoven into these activities. In ‘structures and Mechanisms and movement’ students learn about the creation of structures and mechanical and electrical devices to create products such as cars, moving cards, toys and books.

Once again, the practical process of designing and creating a product is interleaved with learning about concepts which have a bearing on what the students make. These concepts, for example force, motion and the properties of materials are often connected with those encountered in the science curriculum. DT Rationale and National Curriculum Coverage The sequence of lessons in the ‘Textiles’, ‘Mechanisms and movement’ and ‘Structures’ areas of study follow a structure to enable the students to become familiar with, understand and practise the process of design: research and investigate, design, make, use and evaluate. The planning for each unit of work specifies the product the children will make, the purpose and user of the product. This specification acknowledges the importance of purpose and user within in the design process.

Throughout the course of the lessons the students explore existing products and their uses, generate ideas and designs by creating drawings and prototypes against criteria which they devise having considered purpose, function and appeal. Evaluation against these criteria concludes the process. Discussion is an important part of this process, as is consideration of the properties of potential materials and the choice of tools. Learning about fundamental concepts, skills, developments in history and understanding of the influence of key individuals in the field are interleaved into this process-driven structure. The students’ understanding of key skills and concepts builds from year to year, assessing and cementing prior learning. The curriculum is designed to be delivered alongside the Cornerstones art, science, geography and history curriculum, as parts of it directly relate to areas of knowledge which the pupils acquire in these subjects. Where a unit looks at concepts which are also addressed in these subjects, the design and technology unit is generally taught after units in these other disciplines. This allows the children to approach their study of design and technology with a degree of confidence and ‘expertise’ and to consolidate their knowledge by creating connections between the different disciplines.

Cornerstones have ten Big ideas which thread through their curriculum and we have linked these to our whole school vision –

From the smallest seeds grow the biggest trees

OUR CHRISTIAN VISION

WRESTLINGWORTH AND DUNTON SCHOOLS FEDERATION

“The kingdom of heaven is like a mustard seed. A man plants the seed in his field. That seed is the smallest of all seeds. But when it grows, it is one of the largest garden plants. It becomes a tree, big enough for the wild birds to come and make nests in its branches.”

Matthew 13:31-32, International Children’s Bible

We believe each child is like a mustard seed, growing and thriving in our Church school family. All children are nurtured here and flourish through our teaching and care. We empower children to seek out the opportunities, responsibilities and experiences of life; children are inspired to be the best that they can be. Everyone is valued and able to grow in the love of God.

Whoever you are, you are welcome here.