At Campsbourne we teach the National Curriculum for Design and Technology which can be found here.
Design and technology is about providing opportunities for students to develop their capability, combining their designing and making skills with knowledge and understanding in order to create quality products. Using creativity and imagination, children design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art.
Children learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present deign and technology, they develop a critical understanding of its impact on daily like and the wider world. High quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation. Through our delivery of the
Design and technology curriculum we aim to ensure that all children:
- Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
- Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
- Critique, evaluate and test their ideas and products and the work of others.
- Understand and apply the principles of nutrition and learn how to cook. We use the scheme of work which has been designed by The Design and Technology Association.
Design and Technology is taught in termly blocks lasting around one week using schemes of work from the Design and Technology Association and Taste Ed. You can view our curriculum map by clicking on the link below.
Design and Technology Curriculum Map (2020-2021)
The Design and Technology Association scheme develops young children’s skills and knowledge in design, structures, textiles, mechanisms, electrical control and a range of materials. Each unit incorporates the key skills of designing, making and evaluating combined with increased technical knowledge with expectations increasing as they move through the key stages. Design and Technology encourages children’s creativity and we encourage them to think about the important issues identified by the school community of sustainability and the environment incorporating these into units where possible.
The Taste Ed program follows the SAPERE method of sensory food education which was developed in the 1970s by Jacques Puisais (born in 1927) a French wine expert and chemist. Puisais had become concerned that a generation of modern French children were growing up with very limited palates and diets. In a food environment in which big manufacturers had started to push a range of processed foods that tended to be sweet and soft, Puisais observed that children tended to have narrow tastes. They no longer appreciated sour, hard or bitter foods.
Puisais wanted to create a system of education that could equip children with sensory knowledge of – and joy in – a wider range of foods. He founded the French Institute of Taste and in 1974 he started the first ‘taste education classes’ in French primary schools: les classes du goût. The method has now spread to numerous other countries including Sweden, Finland, the Netherlands, Norway and Japan.
You can find out more information about this exciting program at their website www.tasteeducation.com
Children are teacher assessed against key Design and Technology skills and the knowledge acquired in each unit. You can view the progression map below which shows what objectives children are assessed against.
Design and Technology Progression Map