Statement of Intent
At Horfield creativity and design are an important part of our school identity. It is our intention that through our Design Technology curriculum pupils will have the opportunity to be creative, learn to take risks, become resourceful and innovative and produce finished products of a high quality. Our intention is that children know more, understand more and remember more about design and technology so they can think creatively and design with purpose through an inspiring, challenging, practical, relevant curriculum which helps children to see themselves as the engineers and designers of the future.
Through our curriculum we want children to understand the relevance of design technology in real life by looking at the products they use and understanding that they all went through a process of designing and evaluating before they became a finished product. We want children to be able to apply their own ideas and bring their creative ideas to their learning. As technology plays an increasing part in designing and manufacturing we have included the strand of Digital World in Key Stage 2 where children have the opportunity to use computer aided design (CAD) to design and refine their products.
In addition to designing and making products the strand of cooking and nutrition is equally important as we want children to understand where the food they eat comes from and how to prepare nutritious dishes from basic ingredients. We want children to develop an understanding of the link between food and health in the same way they develop the link between physical exercise and health through our physical education curriculum as we feel that this is a life skill that all children need to stay fit and healthy throughout their lives.
In line with the aims of the National Curriculum we want our children to develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world. To 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 user. To know the importance of critiquing, evaluating and testing their ideas and products and the work of others.
Through a variety of creative and practical activities, we teach the knowledge, understanding and skills needed to engage in the process of designing and making. The children design and create products that consider function and purpose and which are relevant to a range of sectors (for example, the home, school, leisure, culture, enterprise, industry and the wider environment).
When designing and making, the children are taught to:
• 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 diagrams, prototypes, pattern pieces and computer-aided design.
• select from and use a wider range of tools and equipment to perform practical tasks (for example, cutting, shaping, joining and finishing, as well as chopping and slicing) accurately.
• select from and use a wider range of materials, ingredients and components, including construction materials, textiles and ingredients, according to their functional properties, aesthetic qualities and, where appropriate, taste.
• 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.
• apply their understanding of how to strengthen, stiffen and reinforce more complex structures.
• understand and use mechanical systems in their products.
• understand and use electrical systems in their products.
• apply their understanding of computing to program, monitor and control their products
• Understand some of the ways that food can be processed and the effect of different cooking practices (including baking and grilling).
Key skills and key knowledge for D and T have been mapped across the school to ensure progression between year groups. The context for the children’s work in Design and Technology is also well considered and children learn about real life structures and the purpose of specific examples, as well as developing their skills throughout the programme of study. Design and technology lessons are also taught as a block so that children’s learning is focused throughout each unit of work.
Design Technology Curriculum by Strand
Design Technology Curriculum by Year Group