Curriculum
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Supporting Maths
Many aspects of DT rely on the use of maths skills such as those for measuring and recording. As pupils move through primary schools they need to draw on progressively more difficult concepts, such as ratio, and pupils need to be secure in these concepts in order to apply them appropriately. The deep links to other subjects are highlighted in the purpose of study for DT i.e.
“Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils 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.”
Primary National Curriculum – DT
Using appropriate deep links between subjects allows the whole curriculum to become more cohesive. In DT, maths helps to support the learning and thinking in areas such as:
• Enquiry, logical reasoning and problem solving
• Counting, measureing and recording
• Predicting and estimating
• Graphs and charts
• Ratio (proportionality)
• Geometry
Outdoor Learning in DT
Design and Technology is a very diverse subject with deep connections to maths, science, computing and art. Children need to investigate and evaluate a range of existing products and “solve real and relevant problems within a variety of contexts” (1). Learning in the outdoors can provide children with real experiences that can help them understand the environment around them.
So how can we integrate the outdoor environment into DT curriculum work, so that it enhances and is focused on the appropriate curriculum outcomes? Below are listed just a few examples of how this can be integrated into the primary DT curriculum. They include using the local area as inspiration for designing and making suitable products in the outdoors.
Using the local environment – We can draw inspiration from our local environment and from other outdoor areas (e.g. on visits). Children can observe both physical and human aspects of local areas. When children study bridges, playground equipment, scaffolding, bird boxes, tents … at first hand, it allows them to understand more about stability, stiffening, strengthening and materials and these ideas can be applied to their projects. Mechanical systems such as levers, gears and pulleys may also be observed in the local environment (e.g. see-saws, cranes, wells, lifts, and drawbridges). The natural environment can also inspire design. Many products used and seen every day have drawn inspiration from nature (biomimicry) such as spider glass or wind turbines blades, inspired by humpback whale flippers.
Modelling – In EYFS, children are encouraged to play and investigate with materials and objects outdoors. They have opportunities to build large constructions. It is possible to do similar tasks to help children understand about the concepts they are studying. This can work for elements of structures and mechanisms/ mechanical systems topics. For example at KS1 projects studying levers and sliders and with a bit of thought then children could experiment with mechanical systems such as pulleys. The structures/ construction element of the curriculum also provides more opportunities to investigate and test larger constructions so that children improve their “understanding of how to strengthen, stiffen and reinforce more complex structures” (1). Modelling is also useful when children form part of those models themselves. These type of activities may help children understand better about some of the programming and electrical concepts considered at KS2 such as repetition and how circuits work. Teachers need to consider all risks involved with working in this way.
Outdoor/ Forest School cooking – In many schools there are opportunities for children to grow, harvest and cook their produce. The cooking of the food can be done outdoors, creating a very memorable experience for the children. Schools need to undergo the appropriate risk assessments.
Bibliography
(1) National Curriculum in England – Design and Technology programmes of study: key stages 1 and 2 - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239041/PRIMARY_national_curriculum_-_Design_and_technology.pdf
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