Bader

Primary School

Aiming High

Design Technology

Intent

Design and Technology at Bader Primary prepares children to deal with tomorrow’s rapidly changing world. Design and Technology encourages children to become creative problem solvers and enables them to identify needs and opportunities and respond to them by developing a range of innovative ideas. Through the study of Design and Technology, children will 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 ideas, their uses and impacts.

Key Focus

Problem Solvers

At the beginning of every project, the children will be presented with a product to design, make and evaluate for a user and a purpose. This encourages children to become creative problem solvers and enables them to identify needs and opportunities and respond to them.

Innovative Individuals

Children will have to develop a range of innovative ideas and combine practical skills with an understanding of aesthetic, social and environmental issues, as well as functions and industry to respond to the design criteria of the product.

Reflective Researchers

Throughout the project, children will be given frequent opportunities to be reflective. This will be through evaluation of past and present ideas, their uses and impacts and the effectiveness of their designs.

Implementation

To ensure high standards of teaching and learning in Design and Technology, we implement a curriculum that is progressive throughout the whole school. Design and Technology is taught in half-termly blocks focusing on knowledge and skills stated in the National Curriculum.

In Design and Technology lessons at Bader:

  • We begin by sharing the intent poster with the children, this reminds them of the skills they will develop throughout Design and Technology lessons.
  • We discuss our project with the children and consider the user and purpose. We will focus on the design brief and identify any needs or problems and solve them.
  • We will then carry out any focus tasks, introducing new vocabulary and skills as they are encountered.
  • At the end of each lesson, children will be given the opportunity to reflect upon their ideas and how well they have met the design brief so far.

Lesson Structure: Each Design and Technology topic will follow the same sequence with some processes repeating across the topic. The four elements are; Research, design, make and evaluate. Cross Curricular Links: Where possible, Design and Technology will link to current topics, this will make the children’s learning relevant and encourage pupils to make connections and remember the knowledge and skills they have already been taught.

Impact

Design and Technology at Bader Primary prepares children to deal with tomorrow’s rapidly changing world. Design and Technology encourages children to become creative problem solvers and enables them to identify needs and opportunities and respond to them by developing a range of innovative ideas. Through the study of Design and Technology, children will 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 ideas, their uses and impacts.

We measure the impact of our curriculum through the following methods:

  • Summative assessment of pupil discussions about their learning.
  • Images and videos of the children’s practical learning.
  • Interviewing the pupils about their learning (pupil voice).
  • Moderation staff meetings where pupil’s work is 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 including the use of verbal feedback.

Evaluate their skills against those identified on the Progression of Skills document.

Pupil Voice

  • Children are excited and inspired by Design and Technology.
  • Children like having the opportunity to design their own things.
  • Children think Design and Technology is an important subject because they can learn how to make new things.

Evidence of Skills and Knowledge:

  • Children are able to identify and discuss the new knowledge, skills and key vocabulary they have developed and learnt in Design and Technology.
  • Children are beginning to evaluate past and present technology.
  • The children are given fun and practical opportunities to learn new knowledge and skills in order to design and make products that solve real and relevant problems.

National Curriculum Expectations

EYFS

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 purpose
  • Make 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

KS1 and KS2

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

  • 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

Make

  • 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

Evaluate

  • Explore and evaluate a range of existing products
  • Evaluate their ideas and products against design criteria

Technical knowledge

  • 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:
Design

  • 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

Make

  • 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

Evaluate

  • 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
  • Technical knowledge
  • 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.