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Design Technology
During Key Stage 1 pupils will be exposed to:
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.
During Key Stage 2 pupils will be exposed to:
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 analyze 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 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:
Key Stage 1
Use the basic principles of a healthy and varied diet to prepare dishes to 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 savory dishes using a range of cooking techniques. Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
Intent
Pupils at Leigh Academy Cherry Orchard progress through learning, with the ability to be able to think, express and problem solve, creatively. Using an education cycle, which consists of learning through, experiencing, playing, using, developing and connecting with the topic of learning, we are able to ensure a full rounded experience of learning for our children. Ensuring that all of our learners are able to grasp key vocabulary and link it to their learning is key, which is why we have our learning journey displayed in class, so that learners are able to make connections, not only with the key vocabulary taught, but how their learning links together. Through our use of the IB PYP, and progression of skills throughout the key stages, our children are enabled with the knowledge and skills, to be able to develop further, as they prepare for life beyond Leigh Academy Cherry Orchard.
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. These are laid out in individual termly lessons, exploring different countries and their foods simultaneously.
Design and Technology is a crucial part of school life and learning and it is for this reason that as a school we are dedicated to the teaching and delivery of a high quality Design and Technology curriculum; through well planned and resourced projects and experiences.
Our Design and Technology programme of study aims to inspire pupils to be innovative and creative thinkers who have an appreciation for the product design cycle. We want pupils to develop the confidence to take risks, through drafting design concepts, modeling, and testing. We also want them to be reflective learners who evaluate their work and the work of others. Through our scheme of work, we aim to build an awareness of the impact of design and technology on our lives and encourage pupils to become resourceful, enterprising citizens.
Implementation
The Design and Technology national curriculum outlines the three main stages of the design process: design, make and evaluate. Each stage of the design process is underpinned by technical knowledge which encompasses the contextual, historical, and technical understanding required for each strand. Cooking and nutrition has a separate section, with a focus on specific principles, skills and techniques in food, including where food comes from, diet and seasonality.
The National Curriculum organises the Design and Technology attainment targets under five subheadings or strands:
Design
Make
Evaluate
Technical knowledge
Cooking and nutrition
The Design and Technology programme of study has a clear progression of skills and knowledge within these five strands across each year group. The National Curriculum mapping shows which units cover each of the National curriculum attainment targets as well as each of the five strands. The progression of knowledge and skills shows the knowledge and skills that are taught within each year group and how these skills develop to ensure that attainment targets are securely met by the end of each key stage.
Through the Design and Technology programme of study, pupils respond to design briefs and scenarios that require consideration of the needs of others, developing their skills in six key areas:
Mechanisms
Structures
Textiles
Cooking and nutrition (Food)
Electrical systems(KS2)
Digital world (KS2)
Each of our key areas follows the design process (design, make and evaluate) and has a particular theme and focus from the technical knowledge or cooking and nutrition section of the curriculum. Being an IB school, our central idea and theme is key when developing a DT project and we ensure they always have a transdisciplinary link to make the learning more relevant to the other elements of the students’ learning journey at the time. This proves to have far more meaning and impact when looking at how the children's learning can progress, develop and be sustained through the years.
Impact
Design and 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 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.
At Leigh Academy Cherry Orchard, we value Design and Technology as an important part of children's learning and development, enabling them to create and problem solve. Design and Technology provides our learners with the correct skills to be able to independently think, inquire, design and execute. Most importantly, we always end a project with an in-depth evaluative session to ensure the students can not only consider the successfulness of their outcomes, but also analyze what could have been executed better and how we could achieve that next time. This informs them and the teachers on how to develop and improve for later years. Revisiting skills each year, with the same evaluative process each time, shows a clear progression of skills, understanding and critical thinking towards their work that can be compared and used as evidence for planning future projects. This makes our DT curriculum an active, adaptable programme that changes as the needs and visions of the students changes.
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