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.
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.
The national curriculum for Design and Technology aims to ensure that all pupils:
- develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
- build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
- critique, evaluate and test their ideas and products and the work of others
- understand and apply the principles of nutrition and learn how to cook.
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;
- Summative assessment of pupil discussions about their learning.
- Images and videos of the children’s practical learning.
- Interviews of the pupils about their learning (pupil voice).
- Moderation in staff meetings where pupil’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work.
- Annual reporting of standards across the curriculum.
- Marking of work in books including the use of verbal feedback.
- Evaluations of their skills against the key performance indicators identified on the Progression of Skills document.
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 purposeful, functional, appealing products for themselves and other users based on design criteria
- Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
- Select from and use a range of tools and equipment to perform practical tasks, (or example cutting, shaping, joining and finishing)
- Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
- Explore and evaluate a range of existing products
- Evaluate their ideas and products against design criteria
- Build structures, exploring how they can be made stronger, stiffer and more stable
- Explore and use mechanisms, (for example levers, sliders, wheels and axles), in their products
Food and nutrition
- Use the basic principles of a healthy and varied diet to prepare dishes
- Understand where food comes from.
Key Stage 2
When designing and making, pupils should be taught to:
- Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
- Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
- Select from and use a wider range of tools and equipment to perform practical tasks, such as cutting, shaping, joining and finishing, accurately
- Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
- Investigate and analyse a range of existing products
- Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
- Understand how key events and individuals in design and technology have helped shape the world
- Apply their understanding of how to strengthen, stiffen and reinforce more complex structures
- Understand and use mechanical systems in their products, (for example as gears, pulleys, cams, levers and linkages)
- Understand and use electrical systems in their products, (for example series circuits incorporating switches, bulbs, buzzers and motors)
- To apply their understanding of computing to programme, monitor and control their products.
Food and nutrition
- Understand and apply the principles of a healthy and varied diet
- Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
- To understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.