Primary

The good news is that the new design and technology programmes of study offer enough familiarity for schools to build on existing good practice without abandoning successful areas of the old curriculum.

But subject leaders will need to use their expertise to move Damp;T forward by exemplifying how the sometimes more demanding elements of the new curriculum can be successfully embedded into existing plans.

Key areas for my school to understand were: what an “iterative process” was and what this would look like in the classroom; what the term “design criteria” meant for key stage 1; how we would teach cross-sectional and exploded diagrams in key stage 2; and how the cooking and nutrition strand would fit seamlessly into our long-term plan without just being an add-on.

Staff then began to update planning. We tracked how well learning in Year 1 built on experiences in the early years, where we could place units of work that would take advantage of staff expertise and where we could establish meaningful links with other curriculum areas.

We then thought about suitable projects and applied the “six essentials” for high-quality Damp;T:

• Users - Children must make something for someone.
• Purpose - Products must perform a clearly defined task that can be evaluated in use.
• Functionality - Products must work in some way and not be purely aesthetic.
• Design decisions - Children must be able to select materials, components and techniques.
• Innovation - Children must have some scope to be original in their thinking.
• Authenticity - Products must be believable and real, and not replicas, reproductions or models.

• These elements distinguish Damp;T from craft activities. Any project proposal that did not offer these opportunities for children was discounted.

  Schools have a wealth of support available to them. We drew heavily on the free materials from the Design and Technology Association (Data) and the British Nutrition Foundation.

  I feel that our Damp;T curriculum has been reinvigorated, with standards and expectations raised. Most importantly, staff enthusiasm for this important subject is high. We cannot wait for September.

  Rebecca Higgins is Damp;T lead at Newtown Church of England Primary School in Shropshire

  Secondary

  We are fortunate in our school that Damp;T is very popular at key stages 4 and 5. This would suggest that our current key stage 3 offering is very good, but we must not become complacent. Careful consideration has to be given to allow opportunities for creativity and freedom within a framework that takes time, resource and cost implications into account.

  Although we may not match every bullet point on the new programme of study, what we will offer will be exciting, fun and cutting edge. We aim to integrate traditional skills with modern techniques, and to encourage creativity and highly visible outcomes.

  The new curriculum allows us greater flexibility. However, I cannot stress enough the importance of the emphasis on “working in a range of contexts” and “user-centred design”. Subject leaders now need to consider the location of the school, their pupils’ needs and the influences they are exposed to. This is about making Damp;T more visible by identifying and solving problems that will benefit the community.

  The mention of biomimicry will no doubt scare and confuse some, but Data provides support courses and TES Connect’s resources will help you to gain an insight into this fascinating area.

  Programmable components will be technically demanding and may also cause concern, but it is vital for pupils to understand the technologies, products and services they use. This makes the subject more relevant.

  Food technology has become “cooking and nutrition” and our food staff have been designing a curriculum that will instil a love of food in our students and teach the crucial life skill of cooking. As we have our own farm, fortunately it is easy for us to show pupils where food comes from and to use some of the produce in lessons.

  Computer-aided design and cutting-edge computer-aided manufacturing are clearly highlighted and there is a huge opportunity to use these technologies on projects. The price of 3D printers has come down significantly over the past 10 years, with some good machines now available for about pound;1,000.

  Despite the work involved in rewriting schemes of learning, I believe we must continue to reflect on our offering, make tweaks, develop projects and search for new opportunities to deliver a curriculum that fosters in students a passion and excitement for the subject.

  Stuart Douglas is specialist leader of education and subject leader for Damp;T at Ripley St Thomas Church of England Academy in Lancaster

  A look inside the new Damp;T curriculum

  The new programmes of study are designed to build on existing good practice. So don’t abandon your existing planning without first seeing if it can be adapted to include the new requirements.

  The Design and Technology Association advice is that the new “cooking and nutrition” requirement should be linked with “designing and making”. This means that as part of food technology projects, pupils will apply the principles of healthy eating and nutrition and learn how to prepare dishes.

  Key stage 1

  Pupils should be taught:

  • about the design cycle, from planning and designing to making a product and evaluating the result;
  • to explore mechanisms such as levers, wheels and axles;
  • how to build structures, including how to make them stronger and more stable;
  • how to name and sort foods, and that everyone should eat at least five portions of fruit and vegetables a day;
  • how to prepare simple dishes safely and hygienically without a heat source;
  • how to use techniques such as cutting, peeling and grating.

  • Key stage 2

    Pupils should be taught:

    • how to develop designs for “innovative, functional and appealing” products;
    • more challenging techniques such as computer-aided design;
    • to understand and use mechanical and electrical systems such as series circuits incorporating switches, bulbs, buzzers and motors;
    • how great designers and engineers have helped to shape today’s world;
    • how to prepare and cook a variety of dishes safely and hygienically, including using a heat source;
    • that recipes can be adapted to change their appearance, taste, texture and aroma;
    • that food and drinks contain different substances needed for health.

    • Key stage 3

      Pupils should be taught:

      • how to use advanced design techniques such as 3D modelling and biomimicry;
      • how to use specialist tools, materials and techniques, including computer-aided manufacturing;
      • about more advanced mechanical and electronic systems. They will need to apply computing and use electronicsto embed intelligence in their products;
      • how to use a broader range of food preparation techniques and methods when cooking;
      • how to modify recipes and cook dishes that promote healthy eating;
      • the principles of cleaning, preventing cross-contamination, chilling, cooking food thoroughly and reheating;
      • the importance of energy balance and the implications of dietary excess or deficiency.

      • Information provided by Andy Mitchell, chief executive of the Design and Technology Association (Data), and the Department for Education. For more information on the new curriculum, visit www.tesconnect.comDesignTech2014

        Resources

        Primary

        1. You are what you eat

        Inform your students about why and how to eat a balanced diet.

        2. IT support

        Introduce pupils to computer-aided design and manufacturing, and consider the pros and cons.

        3. Zipping along

        Teams design and build a mini zip line, learning about the forms and shapes that make a strong structure.

        4. Notes needed

        This easily adaptable guide details what to consider when annotating design ideas.

        5. Spark of interest

        Show how electrical components can be integrated into products.

        Secondary

        1. Recipe for success

        Students can use this food technology grid to chart their own progress.

        2. Smart choice

        Investigate how technology is being used in prosthetics and robotic arms and introduce concepts such as biomimicry.

        3. Another dimension

        Comprehensive posters cover a variety of manufacturing processes, including 3D printing.

        4. Design direction

        Walk students through designing a product, from choosing a theme to creating exploded drawings.

        5. Switch it up

        Discuss different types of mechanical switch and how to draw them in circuit diagrams.

        For more information, visit www.tesconnect.comnationalcurriculum2014