Subject Rationale

Staff and Governors have identified key curriculum drivers, which underpin the teaching and learning in every aspect of the curriculum.  Design Technology supports the development of the following skills and opportunities.

Design technology lends itself to communication through groups working, explain decisions and choices made in reaching a brief and sharing final outcomes.  Creativity and Enquiry come through developing solutions and adapting ideas to meet a brief.  Resilience is a key skill honed by adapting and changing plans and designs when things go wrong or don’t work as expected. Ambition can be developed through classes working to see who can produce the most successful design to meet the requirements of the brief.  To do all of these things children need to have curiosity to try new ideas and investigate solutions in imaginative and new ways.

As designers we aim to ensure that all pupils:

• 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 by carrying out thorough research, show initiative and ask questions to develop an exceptionally detailed knowledge of users’ needs.
• Significant levels of originality and the willingness to take creative risks to produce innovative ideas and prototypes, demonstrating technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
• A thorough knowledge of which tools, equipment and materials to use to make their products, leading applications of a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
• The ability to act as responsible designers and makers, working ethically, using finite materials carefully and working safely.
• The ability to apply mathematical knowledge.
• The ability to manage risks exceptionally well to manufacture products safely and hygienically, for example understand and apply the principles of nutrition and learn how to cook.
• An excellent attitude to learning and independent working.
• The ability to use time efficiently and work constructively and productively with others.
• critique, evaluate and test their ideas and products and the work of others.
• A passion for the subject and knowledge of, up-to-date technological innovations in materials, products and systems. 

National curriculum 2014 and Chris Quigley Essentials

Subject Intent

The key overriding concepts we will deliver the curriculum for Design and Technology through are:

• Master practical skills

This concept involves developing the skills needed to make high quality products (we have highlighted a range of skills but they may be added to or changed as appropriate for your school).

• Design, make, evaluate and improve

This concept involves developing the process of design thinking and seeing design as a process.

• Take inspiration from design throughout history

This concept involves appreciating the design process that has influenced the products we use in everyday life.

This will be delivered through the following

Key stage 1

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative 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].

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 [for 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.

Key stage 2

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment].

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 [for example, 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, gears, pulleys, cams, levers and linkages]
• understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
• apply their understanding of computing to program, monitor and control their products.

Cooking and nutrition

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.

Pupils should be taught to:

Key stage 1

• use the basic principles of a healthy and varied diet to prepare dishes
• understand where food comes from.

Key stage 2

• 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
• understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Subject Implementation

Design Technology will be taught in a variety of ways depending upon the unit of work that is being covered. Occasionally units will be best delivered in weekly sessions, but sometimes work will be blocked so that resources and creations can be used continuously, and work completed in a timely manner.

As far as possible, units of work will be linked to the science or theme being studied at the time. If this is not possible or appropriate, then skills necessary will lead the learning undertaken.

Learning in Design Technology will be skills lead allowing all children to participate fully and work towards their full potential. Creativity, imagination, teamwork and co-operative learning will form the basis of all investigative and original work. 

Investment in equipment has enabled classes to have access to a wider range of tools, which they can use to complete their work.  Children will develop positive risk-taking approaches and will be taught how to use tools effectively, safely and independently.  Risk assessments are carried out by teachers to ensure the class can access these resources safely.

Design technology is a practical subject, which relies on children being actively involved in their learning.  By the time children leave school they should have basic skills in design, making, product investigation and the use of tools to enable them to make the transition to secondary school.

Subject Impact

Units of work are initially planned in Long term (termly) planning, and then in detail in medium term planning.

A tracking grid, linked to the milestones / objectives for the unit will be used to show whether a child is Working Towards (WTS), Expected (EXS) or Greater Depth (GDS). This information is tracked by class teachers to ensure children achieve to their full potential.