Design Technology
“Design is not just what it looks like and feels like. Design is how it works.” Steve Jobs, American entrepreneur, industrial designer, business magnate, media proprietor, and investor
Intent
At Peel Common Primary School, we aim to provide children with a DT education that is relevant in our rapidly changing world. We want to encourage our children to become problem solvers who can work creatively on a shared project or individually. We believe that high-quality DT lessons will inspire children to think independently, innovatively and develop creative, procedural and technical understanding. Through our curriculum, we encourage children 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, wants and values. We aim to, wherever possible, link work to other disciplines such as mathematics, science, history, computing and art. Children will be exposed to a wide range of media including textiles, food and woodwork; through this, children will develop their skills, vocabulary and resilience.
Implementation
We have a clear and comprehensive scheme of work in line with the National Curriculum that has been mapped across the school to ensure progression between year groups. Whilst the National Curriculum forms the foundation of our curriculum, we make sure that children learn additional skills, knowledge and understanding and enhance our curriculum as and when necessary. Children have access to key knowledge, language and meanings to understand Design Technology and to use these skills across the curriculum. In Design Technology, children are asked to solve problems and develop their learning independently. This allows the children to have more ownership over their curriculum and lead their own learning in Design Technology. English, Maths and ICT skills are taught during discrete lessons but are revisited in Design Technology so children can apply and embed the skills they have learnt in a purposeful context.
Impact
We ensure the children:
• 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 and critique, evaluate and test their ideas and products and the work of others
• understand and apply the principles of nutrition and begin to learn how to cook.
Children will design and make a range of products. A good quality finish will be expected in all design and activities made appropriate to the age and ability of the child. Children 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. As designers, children will develop skills and attributes they can use beyond school and into adulthood
Design and Technology Progression
Intent
At Peel Common Primary School, we aim to provide children with a DT education that is relevant in our rapidly changing world. We want to encourage our children to become problem solvers who can work creatively on a shared project or individually. We believe that high-quality DT lessons will inspire children to think independently, innovatively and develop creative, procedural and technical understanding. Through our curriculum, we encourage children 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, wants and values. We aim to, wherever possible, link work to other disciplines such as mathematics, science, history, computing and art. Children will be exposed to a wide range of media including textiles, food and woodwork; through this, children will develop their skills, vocabulary and resilience.
Implementation
We have a clear and comprehensive scheme of work in line with the National Curriculum that has been mapped across the school to ensure progression between year groups. Whilst the National Curriculum forms the foundation of our curriculum, we make sure that children learn additional skills, knowledge and understanding and enhance our curriculum as and when necessary. Children have access to key knowledge, language and meanings to understand Design Technology and to use these skills across the curriculum. In Design Technology, children are asked to solve problems and develop their learning independently. This allows the children to have more ownership over their curriculum and lead their own learning in Design Technology. English, Maths and ICT skills are taught during discrete lessons but are revisited in Design Technology so children can apply and embed the skills they have learnt in a purposeful context.
Impact
We ensure the children:
• 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 and critique, evaluate and test their ideas and products and the work of others
• understand and apply the principles of nutrition and begin to learn how to cook.
Children will design and make a range of products. A good quality finish will be expected in all design and activities made appropriate to the age and ability of the child. Children 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. As designers, children will develop skills and attributes they can use beyond school and into adulthood
Design and technology Progression from Year 1 to Year 6.
|
Skill |
Year 1/ 2 |
Y3\4 |
Y5\6 |
|
Designing: understanding contexts, users and purposes |
• state what products they are designing and making • say whether their products are for themselves or other users • describe what their products are for • say how their products will work • say how they will make their products suitable for their intended users • use simple design criteria |
• describe the purpose of their products • begin to indicate the design features of their products that may appeal to intended users • begin to explain how some parts of their products work • gather information about the needs and wants of particular individuals and groups • develop their own design criteria and use these to inform their ideas |
• describe the purpose of their products • indicate the design features of their products that will appeal to intended users • explain how particular parts of their products work • carry out research, using surveys, interviews, questionnaires and web-based resources • identify the needs, wants, preferences and values of particular individuals and groups |
|
Designing: generating, developing, modelling and communicating ideas |
• generate ideas by drawing on their own experiences • use knowledge of existing products to help come up with ideas • develop and communicate ideas by talking and drawing • model ideas by exploring materials, components and construction kits and by making templates and mockups |
• share ideas through discussion • model their ideas using prototypes • use annotated sketches and exploded diagrams to develop and communicate their ideas • generate realistic ideas, focusing on the needs of the user |
• share and clarify ideas through discussion • model their ideas using prototypes and pattern pieces • use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas • begin to generate innovative ideas, drawing on research |
|
Making: planning |
• select from a range of tools and equipment • select from a range of materials and components according to their characteristics |
• select tools and equipment suitable for the task from a given range • select materials and components suitable for the task from a given range • be supported to explain their choice of materials and components according to functional properties or aesthetic qualities |
• select tools and equipment suitable for the task and explain their choice • explain their choice of materials and components according to functional properties and aesthetic qualities |
|
Making: practical skills and techniques |
• measure, mark out, cut and shape materials and components • assemble, join and combine materials and components • use finishing techniques |
• follow procedures for safety and hygiene • measure, mark out, cut and shape materials and components with some accuracy • assemble, join and combine materials and components with some accuracy • apply a range of finishing techniques, including those from art and design, with some accuracy |
• follow procedures for safety and hygiene • accurately measure, mark out, cut and shape materials and components • accurately assemble, join and combine materials and components • accurately apply a range of finishing techniques, including those from art and design • demonstrate resourcefulness when tackling practical problems |
|
Evaluating: own ideas and products |
• talk about their design ideas and what they are making • make simple judgements about their products and ideas against design criteria |
• refer to their design criteria as they design and make • use their design criteria to evaluate their completed products • identify the strengths and areas for development in their ideas and products |
• consider the views of others, including intended users, to improve their work • critically evaluate the quality of the design, manufacture and fitness for purpose of their products as they design and make |
|
Evaluating: existing products |
explore: • what products are • who products are for • what products are for • how products work • how products are used • where products might be used • what materials products are made from • what they like and dislike about products |
investigate: • how well products have been designed • how well products have been made • why materials have been chosen • what methods of construction have been used • how well products work • how well products achieve their purposes • how well products meet user needs and wants • who designed and made the products • where products were designed and made • when products were designed and made • whether products can be recycled or reused |
analyse: • how well products have been designed • how well products have been made • why materials have been chosen • what methods of construction have been used • how well products work • how well products achieve their purposes • how well products meet user needs and wants • how innovative products are • how sustainable the materials in products are
|
|
Evaluating: key events and individuals |
N/A |
|
|
|
Technical knowledge: Making products work |
• about the simple working characteristics of materials and components • about the movement of simple mechanisms such as levers, sliders, wheels and axles • how freestanding structures can be made stronger, stiffer and more stable |
• how mechanical systems such as levers and linkages or pneumatic systems create movement • how simple electrical circuits and components can be used to create functional products • how to make strong, stiff shell structures • that materials have both functional properties and aesthetic qualities |
• how mechanical systems such as cams or pulleys or gears create movement • how more complex electrical circuits and components can be used to create functional products • how to program a computer to monitor changes in the environment and control their products • how to reinforce and strengthen a 3D framework • that mechanical and electrical systems have an input, process and output |
|
Cooking and nutrition: where food comes from |
• that all food comes from plants or animals • that food has to be farmed, grown elsewhere (e.g. home) or caught |
• that food is grown (such as tomatoes, wheat and potatoes), reared (such as pigs, chickens and cattle) and caught (such as fish) in the UK, Europe and the wider world |
• that seasons may affect the food available • how food is processed into ingredients that can be eaten or used in cooking |
|
Cooking and nutrition: food preparation, cooking and nutrition |
• how to name and sort foods into the five groups in The eatwell plate • that everyone should eat at least five portions of fruit and vegetables every day • how to prepare simple dishes safely and hygienically, without using a heat source • how to use techniques such as cutting, peeling and grating |
• that a healthy diet is made up from a variety and balance of different food and drink, as depicted in The eatwell plate • that to be active and healthy, food and drink are needed to provide energy for the body • how to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source • how to use a range of techniques such as peeling, chopping, slicing, grating, mixing |
• that recipes can be adapted to change the appearance, taste, texture and aroma • that different food and drink contain different substances – nutrients, water and fibre – that are needed for health • how to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source • how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking |
Design and Technology Whole school overview.
Please click here to access the whole school overview.
Learning in Action!
“Designers may be the true intellectuals of the future.” - Paola Antonelli, Italian author, editor, architect, and curator