Bader

Primary School

Aiming High

Design Technology

Introduction to Design and Technology

Design and Technology prepares children to deal with tomorrow’s rapidly changing world. It encourages children to become independent, creative problem solvers and thinkers as individuals and part of a team. It enables them to identify needs and opportunities and to respond to them by developing a range of ideas and by making products and systems. Through the study of Design and Technology, they combine practical skills with an understanding of aesthetic, social and environmental issues, as well as functions and industry. This allows them to reflect on and evaluate past and present technology, it’s uses and impacts.

Curriculum Intent

It is the intent of Bader Primary School for Design Technology to be taught in all year groups through one topic per term, which includes one topic relating to food. Design Technology projects are often made cross curricular.

Aims

The national curriculum for Design and Technology aims to ensure that all pupils:

Curriculum Implementation

The teaching of Design Technology across the school follows the National Curriculum alongside the use of the whole school curriculum map, which shows a progressive skills curriculum and outlines the topics and key learning experiences for each year group. Children design products with a purpose in mind and an intended user of the products. Food technology is implemented across the school with children developing an understanding of where food comes from, the importance of a varied and healthy diet and how to prepare for this.

Design and technology is a crucial part of school life and learning and it is for this reason that as a school, we are dedicated to the teaching and delivery of a high quality Design and Technology curriculum; through well planned and resourced projects and experiences.

Design and Technology also embeds our Bader School Vision. It is a fun, challenging and inspiring subject, which involves discovery, adventure and wonder. Pupils design and make products that solve real and relevant problems within a variety of contexts. It has strong cross – curricular links and draws upon subject knowledge and skills within Mathematics, Science, History, Computing and Art. Children learn to take risks, be reflective, innovative, enterprising and resilient. Through the evaluation of past and present technology, they can reflect upon the impact of Design Technology on everyday life and the wider world.

Design and Technology Impact Statement

Within Design and Technology, we prepare children to take part in the development of tomorrow’s rapidly changing world. We encourage children to become creative problem-solvers, both as individuals and as part of a team. Through the study of design and technology, children combine practical skills with an understanding of aesthetic, social and environmental issues, as well as of functions and industrial practices. This allows them to reflect on and evaluate present and past design and technology, its uses and its impact. Our design and technology curriculum is high quality, well thought out and is planned to demonstrate progression. We focus on progression of knowledge and skills to form the units of work.

The impact of our curriculum is seen in;

Early Years Foundation Stage

In EYFS pupils explore and use a variety of media and materials through a combination of child initiated and adult directed activities. They have the opportunity to learn to:

Use different media and materials to express their own ideas

Use what they have learnt about media and materials in original ways, thinking about form, function and purposeMake plans and construct with a purpose in mind using a variety of resources

Develop skills to use simple tools and techniques appropriately, effectively and safely

Select appropriate resources for a product and adapt their work where necessary

Cook and prepare food adhering to good health and hygiene routines

Key Stage 1 & 2

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in a repetitive process of designing and making. They should work in a range of relevant contexts, (for example the home and school, gardens and playgrounds, the local community, industry and the wider environment).

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

Within Key Stage 2, key events and individuals that have influenced the world of Design Technology are teaching focuses that are to be covered. The use of computer programmes and applications are also a key focus to be utilised by children in their design of their products.

Key Stage 1

When designing and making, pupils should be taught to:

Design

Make

Evaluate

Technical knowledge

Food and nutrition

Key Stage 2

When designing and making, pupils should be taught to:

Design 

Make 

Evaluate 

Technical knowledge 

Food and nutrition