At Co-op Academy Princeville, our Design and Technology curriculum enables pupils to contribute to the creativity, culture and well-being of themselves, our community and nation. Our curriculum covers the breadth of the National Curriculum and supports pupils in taking risks to become resourceful, innovative, enterprising and capable citizens.

Design and Technology at our school prepares students to take part in the development of today’s rapidly changing world. Creative thinking encourages our children to make positive changes to their quality of life. We strive for pupils to become autonomous and creative problem-solvers, both as individuals and as part of a team.

Through the study of design and technology, we provide opportunities for children to  combine practical skills with an understanding of aesthetic, social and environmental issues, as well as functions and industrial practices. This allows them to reflect on and evaluate present and past design and technology, its uses and its impacts. Design and Technology helps all children to become informed consumers and potential innovators.   We live in a technological age, surrounded by artefacts and systems which have been produced, designed and made for us by other humans working together in a complex range of activities. We want to inspire our children to be part of the future.

‘’Design and technology should be the subject where mathematical brainboxes and science whizzkids turn their bright ideas into useful products’’- Sir James Dyson

The strands of knowledge which run through our curriculum are …

• Structures
• Mechanisms including sliders, levers, pulleys, axles and wheels
• Food
• Electrical Systems
• Textiles

These strands provide our children with a vast range of knowledge and skills in which they can apply into everyday life and learning. Food technology plays an important role in our curriculum at Coop Academy Princeville as it helps children to develop an understanding of where food comes from and the importance of nutrition on our health. It also aims to inform pupils about methods of food production and food processing in domestic and commercial situations. Our curriculum also encourages an awareness of social, economic and cultural aspects of food choice and the importance this plays in society.

---

In Early Years, design and technology forms part of the learning children acquire under the ‘Understanding the World’ branch of the Foundation Stage curriculum, which also covers geography, history, ICT, and science. Through first-hand experiences, children are encouraged to explore, observe, solve problems, think critically, make decisions and to talk about why they have made their decisions. Our youngest learners do this by constructing, exploring food and using different materials to build structures. They move from EYFS to KS1 with a secure knowledge of manipulating and joining materials for a purpose, including through cutting and sticking.

During their time in Year 1, children study structures through learning all about windmills and looking at what windmills were used for in the past. Pupils also explore how food is prepared hygienically and take inspiration from chefs when making their own vegetable omelette. Finally, in the Summer Term, learners begin to explore mechanisms; specifically, sliders, which include rotary, linear and reciprocating motion. These will be used when creating their own pop-up card. 

Strands covered in Year 1

• Structures – Model Windmills

• Mechanisms – Pop up cards

• Food – Vegetable omelette

In Year 2, children build on their previous learning by constructing their own 4 walled, free standing structures. They will use the work of inspirational individuals such as Dame Zara Hadid and Renzo Piano to inform their designs. Pupils also develop their practical skills by looking at the origin of food from around the world during Fairtrade Fortnight as well as preparing and making a healthy fajita wrap. As the year progresses, our learners explore and evaluate how mechanisms have changed over time. Children will focus on learning about wheels and axles, by contributing to designing and making a mode of transport.

Strands covered in Year 2

• Structures- Free standing structure

• Food-Fajita wraps

• Mechanisms (wheels and axles) Mode of transport

In Year 3, learners study textiles and explore the skills of sewing by looking at the work of Anna Teresa Barboza. They are taught the importance of a seam allowance and how to select the appropriate stitch to join textiles. Following this, through the study of Food; with a focus on Heston Bluminthal, pupils begin to assemble and cook ingredients by controlling variables such as temperature and time. Children produce a chili with chocolate, linked to their geography topic of  ‘chocolate’. Finally, during the Summer Term, children continue to develop understanding of the purpose of mechanisms and how these have improved over time. This is studied through learning about gears where children collaborate to design, build and evaluate their own model.

Strands covered in Year 3

• Textiles- Stocking making

• Food- Vegetable, chocolate chilli

• Mechanisms (gears) – gears model

During their time in Year 4, children are able to build on their previous learning of textiles by producing a functional bag; including a sewing a seam allowance as well as adding embellishments and fastenings. They will take inspiration from the work of Scottish designer Patrick Grant. As the year continues, children learn about the importance of electrical engineering by exploring electrical systems and work towards designing, making and evaluating a steady hand game. Over the course of the Summer term, pupils explore structures; specifically the work of Sir Ralph Freeman, by collaborating to make their own bridges.

Strands covered in Year 4

• Textiles (sewing)- bag with seam allowance and embellishments

• Electrical systems- Steady hand games 

• Structures- Bridge building

In Year 5, pupils continue to gain deeper knowledge and understanding of structures by designing and constructing their own Greek temples. They will explore varying architectural elements such as columns, capitals and friezes and use this as inspiration for their own structures. In Spring 2, children will continue to build on their textile knowledge and skills by joining materials with a combination of hand stitching techniques, machine sewing and will explore using a variety of shapes and materials in their sewing. In the final term, learners will build on their knowledge of food by making a variety of savoury breads. They will create and refine recipes, including ingredients, methods, cooking times and temperatures. Inspirational figures such as Mary Berry and Lionel Poilâne will support pupils with the knowledge and skills required when making bread. 

Strands covered in Year 5

• Structures – Greek temple

• Textiles (sewing/dip dye)- Small blanket 

• Food – Preparing/making bread

In Year 6, children are able utilise their understanding of mechanisms; specifically levers, to design and make a set of wooden balance scales. This outcome provides children with a deeper understanding of how and why standardised scales were such an important tool in the past. During the Spring Term, pupils will explore textiles by designing and sewing their own cushion cover, which will include a wider range of stitching techniques, tacking and joining varying shapes and materials together. Children will also be required to design and use their own patterns  when making their final outcome.  Finally, during the topic of Ancient Baghdad, children will learn about the seasonality and process of food production, the importance of ratios and scale linked to recipes as well as refining recipes. This will take place by preparing and producing a national English savoury dish. 

Strands covered in Year 6

• Mechanisms (levers)- Wooden balance scales

• Textiles (sewing/weaving) Cushion Cover 

• Food – National English savoury dish.