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Sporle Primary Academy

Design and Technology

Vision

Design Technology prepares children to deal with tomorrow’s rapidly changing world. It encourages children to become independent, creative problem-solvers and thinkers as individuals and as part of a team - making positive changes to their quality of life. 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 industrial practices. This allows them to reflect on and evaluate present and past design and technology, its uses and its impacts. Design and Technology helps all children to become astute and informed future consumers and potential innovators.

Intent

Our intent is that pupils 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. Each child will develop, evaluate and improve through lessons that build up skills over a half term, recording these steps in their sketchbooks with the aim of producing a final product that can be evaluated by them, peers and their teacher alongside how an architect / designer may have influenced their own style. By doing so, pupils will acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Where they can access reference points from architects, programmers and craft makers who have been innovative and influenced design and technology throughout the world.

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Aims

The national curriculum for design and 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. 

Attainment targets 

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. 

Key stage 1 

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 

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 

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.