Design And Technology Year 1 Ideas – At Hemlington Hall, as well as applying their maths, science, engineering, computing and art skills, our children use their creativity and imagination to solve real-life problems, drawing from existing products and solutions Take inspiration and evaluate it. Our children use a variety of media to design and create finished products, including learning about nutrition and cooking, all of which develop critical thinking skills.
Through a range of creative and practical activities, students should gain the knowledge, understanding and skills required to engage in iterative processes of design and creation. They should work in a range of relevant settings [e.g. homes and schools, nurseries and playgrounds, local communities, industry and the wider environment].
Design And Technology Year 1 Ideas
• Generate, develop, model and communicate their ideas through presentations, drawings, templates, models and appropriate information and communication technologies
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• Select and use a variety of tools and equipment to perform practical tasks [such as cutting, forming, joining, and finishing]
• Select and use a variety of materials and components based on their properties, including construction materials, textiles and components
Through a range of creative and practical activities, students should gain the knowledge, understanding and skills required to engage in iterative processes of design and creation. They must work within a range of relevant contexts [e.g. home, school, leisure, culture, business, industry and the wider environment].
• Use research and development design standards to design innovative, functional, attractive products that are suitable for specific individuals or groups
Design And Technology
• Generate, develop, model and communicate their ideas through discussions, annotated sketches, cross-sections and exploded views, prototypes, model parts and computer-aided design
• Select and use a wider range of tools and equipment to accurately perform practical tasks [such as cutting, forming, joining and finishing]
• Selection and use of a wider range of materials and components based on functional properties and aesthetic qualities, including construction materials, textiles and components
• Evaluate their ideas and products against design criteria and consider the opinions of others to improve their work
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• Understand and use the electrical systems in their products [e.g., series circuits involving switches, lights, buzzers, and motors]
As part of their work with food, students should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in students will open the door to one of the great expressions of human creativity. Learning how to cook is an important life skill that enables students to affordably support themselves and others now and later in life.
• Understand seasonality and understand where and how various ingredients are grown, grown, harvested and processed. This document describes the knowledge, language, and concepts you need to learn in design and technology. It includes:
• Design and technology advancement, including alignment with the National Curriculum, key concepts, key ideas and issues and level 2 and 3 vocabulary
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We have intentionally structured our design and technology courses around the principles of evidence-driven practice. This is to ensure that students have the skills to think, work and communicate successfully as designers. Our design and technology courses are ambitious and focus on achieving excellence in the discipline through a range of disciplines and reference to leading practitioners in the field. The aim is that exceptional faculty instruction inspires students to acquire knowledge as designers and technicians and enables them to apply their understanding with proficiency. Our aim is that, through the study of design and technology, students become more expert as they progress through the course, gathering, connecting and understanding a wealth of core and subject knowledge:
1. Content knowledge – This is the core subject knowledge, skills and vocabulary used in the design and creative process, with input from designers from different schools, eras and cultural traditions. We explore these concepts through the lens of core concepts, which are taught through clear vocabulary instruction as well as live learning content and context. The core concepts we develop through our design and technology courses are:
Mechanisms of Food and Nutrition Structure Systems Electrical Systems Understanding of Materials Textiles
2. Subject knowledge – In addition to the basic knowledge required to succeed in each element, our courses outline key aspects of how we work as designers. We organize our courses so that they focus on different aspects of developing these abilities at different points. Features of working as a designer on our design and technology courses are:
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We organize targeted learning into modules. These are the knowledge, skills and understandings we want children to remember, practice and use.
Learning modules are taught as extended 3-week courses to efficiently utilize the time required during product production.
Each module is designed to activate and build on previous learning (including learning from earlier years) to ensure better recognition and retention. It includes contextual reference material, vocabulary modules, explanation videos and annotated examples. Instructor videos complement the content in each module and provide clear guidance on the techniques and skills being taught. Examples can be used to support assessment of student achievement and to support teachers in developing their subject knowledge. Instructors are also provided with a list of materials and resources needed to teach each module.
At the heart of the learning module are activities designed to develop students’ language and vocabulary skills, enabling them to meaningfully use language related to design and technology when talking about their own work and the work of others. In addition to this, links to other subject areas are listed, as well as links to literary works within the course sequence. Recommend and use specialized books and illustrators as stimuli. Background information is provided about the specific designers studied in this module. This information provides teachers with an in-depth understanding of the designer’s place in the history of design and his impact.
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The key health and safety considerations required for the block have been identified to support teachers in carrying out their own risk assessments to keep pupils safe. Blocks highlight key tools, techniques, and tasks that must carefully manage potential risks.
Core content overviews provide information about the skills covered throughout each grade level. This allows teachers to see progress in skills covered in all aspects of design and technology.
• Pupils with SEND have the right to think clearly. We use a structured challenge framework to promote challenging, content-based thinking, including explanations of word connections and sequential thought paths.
In primary school, we provide career connections and meaningful opportunities in every subject in the curriculum. Our students benefit from: class discussions, visits from a variety of professionals, interviews, webinars and drawing on our local expertise.
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To determine the impact of our programs on students, in addition to striving for excellence in achievement, we examine the extent to which learning becomes permanently embedded in children’s long-term memory. We use four main tools to ensure the quality and impact of course delivery:
• Learning observations help assess subject knowledge, interpretations, expectations, learning opportunities, student responses, engagement and relationships.
• Professional development models help improve staff knowledge of evidence-based topics and practices, such as retrieval and segmentation practices, cross-referencing and clear coaching techniques.
• Assessments and grades illustrate the results of assignments and tests, understanding of the content, and strengths and limitations; it informs what to do next. 6
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• Student book research helps evaluate course structure, teaching methods, student engagement and responses through the dialogue model
Teachers use a variety of strategies during and after teaching to control the impact of instruction on the sustainability of student learning. These include: review exercises, using and applying vocabulary, deliberate practice and restating what has been learned, cumulative tests in study sequences, summarizing and explaining sequences, and study questions in tests and quizzes. Student assessment is based on student performance and questions in each lesson. The following can be used to assess students’ knowledge and application of skills and techniques, as well as their understanding and use of relevant vocabulary:
The best form of assessment in design and technology is at the point of delivery, when students are working. This helps us understand students’ development as designers rather than their ability to produce a clear end result. By encouraging students to express their thoughts and reflections, we can understand which aspects of design and technology may require additional teaching and reshape teaching to support this.
We use summative assessment “to give an accurate shared understanding without becoming a model for every activity in the classroom” (Christodolou, 2017). If our curriculum is effective, summative assessment will improve over time. Teachers’ assessment judgments are based on the approved assessment model (curriculum). We conduct summary judgments every year. Teachers record summative judgments in OTrack.
Pdf] Design And Assessment In Technology Education
Student books for study