Design and Technology

Design and Food Technology

At Peninsula East Primary Academy, we have an Design and Food Technology provision which is designed to challenge the children's abilities and aims to motivate the children to express their own ideas/designs through creativity. Our broad Design and Food Technology curriculum has been carefully planned to compliment our IB PYP Framework which has been planned collaboratively to support areas of the National Curriculum and our lines of inquiry, as well as taking into account interests, skills and expertise of both pupils and staff. 

The Foundation Stage

We encourage Design Technology work in both Nursery and Reception classes. We relate the children’s creative development to the objectives set out in the PYP early years framework and Early Learning Goals, which underpin the curriculum planning for our pupils. Pupils’ learning includes: explore different materials freely, to develop their ideas about how to use them and what to make; develop their own ideas and then decide which materials to use to express them;  and  return to and build on their previous learning, refining ideas and developing their ability to represent them. Join different materials and explore different textures. The range of experience encourages children to make connections between one area of learning and another, and so extends their understanding. We provide a rich environment in which we encourage and value Design Technology. Children are engaged in a wide range of activities, and their responses involve the various senses. The pupils are given opportunities to work independently and collaboratively as part of child initiated and adult focused learning.

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 interactive 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

• 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

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an interactive 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 [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.