Design & Technology Curriculum
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 what they have learnt in many subjects such as: mathematics, science, engineering, computing and art.
All children will learn how to take risks, becoming resourceful, innovative, enterprising creators. Through the evaluation of past and present design and technology, all children will be able to develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
The National Curriculum for Design & 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.
Key Stage 1:
Through a variety of creative and practical activities, all children will 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, all children will 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, 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.
· 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.
Key Stage 2:
Through a variety of creative and practical activities, all children will 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:
· 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, 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.
· 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 will 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.
Teaching and Learning
At Greenmount Primary School we make Design & Technology an enjoyable learning experience. The school uses a variety of teaching and learning styles in Design & Technology lessons. The principal aim is to develop children’s knowledge, skills and understanding in this area. Teachers ensure that the children apply their knowledge and understanding when developing ideas, planning and making products and then evaluating them. We do this through a mixture of whole-class teaching and individual/group activities. Within lessons, we give children the opportunity both to work on their own and to collaborate with others, listening to other children’s ideas and treating these with respect. Children critically evaluate existing products, their own work and that of others. They have the opportunity to use a wide range of materials and resources, including ICT.