Design Technology Intent
To embed, securely and consistently, the St. Anne’s DT curriculum to ensure that all children have the opportunity to be creative and imaginative, in order to design, make and evaluate products to solve real and relevant problem within a range of contexts.
Here at St. Anne’s, we see Design and Technology as a way of working in which pupils investigate a need or respond to an opportunity to make or modify something. It helps pupils develop knowledge, understanding and capability in the various skills and processes used when investigating, designing, making and evaluating.
Design and Technology prepares children to take part in the development of tomorrow’s rapidly changing world. Creative thinking encourages children to make positive changes to their quality of life. The subject encourages children to become autonomous and creative problem-solvers, both as individuals and as part of a team. It enables them to identify needs and opportunities and to respond by developing ideas and eventually 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 discriminating and informed consumers and potential innovators.
Our Design Technology curriculum is seen in its widest sense as the entire planned learning experience. This includes formal lessons as well as events, routines and learning that takes place outside the classroom. Our Design Technology curriculum is designed to allow pupils to:
So that each pupil:
- achieves the best possible academic qualifications and standards, whatever their starting point or ability
- has high levels of engagement, enjoyment and personal development
- accesses a broad and balanced education for each pupil, that allows a high level of personalisation that plays to their strengths and develop specialisms
- develops existing and new interests and achieve their personal best in all that they do
Our Design Technology curriculum provides a broad and balanced education which allows students to become:
Successful learners who enjoy learning, make rapid and sustained progress and achieve their very best in all they do.
Confident individuals who are able to live safe, healthy and fulfilling lives;
Responsible citizens who can make a positive contribution to society.
National Curriculum Purpose of Study
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 disciplines such as mathematics, science, engineering, computing and art. Pupils 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. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
National Curriculum 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
Through a variety of creative and practical activities, pupils should 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, 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, making 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.
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:
- Use the basic principles of a healthy and varied diet to prepare dishes.
- Understand where food comes from.
