Design and Technology
Intent
Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. We encourage pupils to learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world.
At Chiseldon Primary and Nursery school we hope to use Design and Technology to prepare children to deal with tomorrows rapidly changing world. We hope to encourage children to become independent, creative problem solvers and thinkers as individuals and as 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
Aims
The national curriculum for design and technology aims to ensure that all pupils:
Implementation
The teaching of Design Technology across the school follows the National Curriculum. 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 this. Design and technology is a crucial part of school life and learning. It is for this reason that as a school we a dedicated to the teaching and delivery of high quality Design and Technology curriculum; through well planned and resourced projects and experiences.
Early Years Foundation Stage
During the EYFS pupils explore and use a variety of media and materials through a combination of child initiated and adult directed activities.
They have the opportunities to learn to:
National Curriculum requirements at 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
Make
Evaluate
Technical knowledge
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National Curriculum requirements for food and Nutrition at KS1
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:
• use the basic principles of a healthy and varied diet to prepare dishes
• understand where food comes from.
In Key Stage 2:
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.
National Curriculum requirements at 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, 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.
National Curriculum requirements for food and nutrition at KS2
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:
• 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.
Impact
Formative assessment of children's learning in Design Technology is an ongoing monitoring of children's understanding, knowledge and skills by the class teacher, throughout lessons. This assessment is then used to inform differentiation, support and challenge required by the children. Summative assessment is conducted each traditional term by class teachers across each year group of the school to inform the subject leader of progress or skills and knowledge still to be embedded. This is recorded on ScholarPack. Design Technology is also monitored by the Arts team throughout the year in the form of book monitoring, looking at outcomes and pupil interviews to discuss their learning and understanding and establish the impact of the teaching taking place.