Design Technology – Intent, Implementation and Impact

Intent:

At St Patrick’s, we believe Design and Technology is a creative process, involving children in learning about the world we live in. We aim to enable children to become autonomous and creative problem-solvers, both as individuals and as part of a team. Our balanced and varied curriculum will allow pupils to use their creativity and imagination to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others needs and values.

By the time children reach Year 6, they would have had experience of food technology, textiles, design and construction; they should be confidently performing everyday tasks and applying their knowledge, understanding and an increased level of skills as they progress through the school. They will be on the way to becoming risk-takers and innovators and will have used a range of tools, resources and materials, including the use of IT, to create effectively constructed and aesthetically pleasing results. This, along with a strong focus on the importance of evaluation, allows children to adapt and improve their work, providing them with not only a sense of achievement but a strong foundation for the next step of their learning and a key skill for life.

Implementation:

Design and Technology is taught through blocked units of work (1 per term), delivered by the class-teacher or HLTA. Our lessons are taught at the end of term in blocked sessions with key skills for each unit taught throughout the term. This is to give greater coherence to the children's learning

Early Years Foundation Stage

During the EYFS, children explore and use a variety of media and materials through a combination of child-initiated and adult-directed activities. They have opportunities to learn to:
• 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
• Cook and prepare food adhering to good health and hygiene routines

Key Stage 1
Through a variety of creative and practical activities, children 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, children 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, children should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in children 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 children to feed themselves and others affordably and well, now and in later life.
Children 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.

Impact:

Through our balanced and varied Design and Technology curriculum, children will:

• develop the expertise needed to perform everyday tasks confidently and participate successfully in an increasingly technological world.

• develop their knowledge, and learn the techniques and skills needed to design and make high-quality prototypes and products.

 • learn how to critique, evaluate and test their ideas and products, as well as the work of others.

 • understand and apply the principles of nutrition and learn how to cook.

Assessment of learning in Design Technology is an ongoing monitoring of children's understanding, knowledge and skills throughout lessons by the class teacher, through child contributions to discussions, teacher questioning and through the completion and evaluation of tasks.

This assessment is then used to inform future planning in relation to differentiation, support and challenge required by the children. We also assess childrens’ enjoyment and achievement through:
• Book moderation
• Learning walks
• Assessment against planned learning outcomes
• Staff and child surveys