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.
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.
DT is taught through our Cornerstones Curriculum projects. These are planned to ensure that children can achieve depth in their learning. each topic ensure progression across topics throughout each year group across school. All teaching of DT should follow the design, make and evaluate cycle. Each stage should be rooted in technical knowledge. The design process should be rooted in real life, relevant contexts to give meaning to learning. While making, children should be given choice and a range of tools to choose freely from. To evaluate, children should be able to evaluate their own products against a design criteria. Each of these steps should be rooted in technical knowledge and vocabulary. DT should be taught to a high standard, where each of the stages should be given equal weight.
In KS1 this looks like:
Design should be rooted in real life, relevant contexts to give meaning to the learning.
Planned through appropriate formats: drawing, templates, talking and mock-ups.
Children should be given a range of tools for their projects to choose from.
Children should use a wide range of materials and components; textiles, construction equipment and ingredients.
Evaluate existing products.
Evaluate their own products against design criteria.
In KS2 this looks like:
Rooted in real life, relevant contexts to give meaning to the learning.
Researched designs based on functional, appealing products with purpose.
Planned by appropriate methods; annotated sketches, cross-sectional diagrams, prototypes, pattern pieces and computer aided design.
Children can select from a wider range of tools than KS1.
Children should use from and select a wider range of materials and components; textiles, construction equipment and ingredients.
Evaluations should be in comparison to existing products.
Children should evaluate against a design criteria.
Children should understand how key events and individuals have helped shape design and technology globally – products are in context!