Design & Technology
Intent
Design and Technology is an inspiring, rigorous and practical subject. Design and Technology encourages children to learn to think and intervene creatively to solve problems both as individuals and as members of a team. At Corpus Christi, we encourage all children to use their creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. We aim to, wherever possible, link work to other disciplines such as mathematics, science, engineering, computing and art. The children are also given opportunities to reflect upon and evaluate past and present design technology, its uses and its effectiveness and are encouraged to become innovators and risk-takers. This curriculum is designed with ensuring that the children use their prior learning and skills in order for them to progress onto the next stage of learning. This, in turn, enables the children to learn more and remember more. All children will experience an ambitious curriculum with particular focus on SEND and EAL.
Implementation
Through a variety of creative and practical activities, we teach the knowledge, understanding and skills needed to engage in an iterative process of designing and making, this means that we aim for the children to be able to adapt their ideas, skills and knowledge through discussion, stimulus, or sometimes even the methodology over the course of a project.
When designing and making, the children are taught to:
Design:
There are six strands within this skill to enable the children to use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at individuals or groups.
- Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional 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.
- Understand and use electrical systems in their products.
- Apply their understanding of computing to program, monitor and control their products Key skills and key knowledge for D and T. This ensures that there is a context for the children’s work in Design and Technology; that they learn about real life structures and the purpose of specific examples, as well as developing their skills throughout the programme of study.
Technical knowledge:
- 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.
Impact
We ensure the children:
- 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 and 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. Children will design and make a range of products. A good quality finish will be expected in all design and activities made appropriate to the age and ability of the child Children 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 make an essential contribution to the creativity, culture, wealth and well-being of the nation.
Progression of Skills
|
Year Group |
Generating Ideas |
Making Evaluation |
Evaluation |
Food and Nutrition |
Construction |
Textiles |
Mechanisms |
| EYFS |
Explore, use and refine a variety of artistic effects to express their feelings and ideas. |
To plan what they are going to make To explore different techniques for joining materials |
To share creations, talk about process and evaluate their work |
To know how to work safely and hygienically
(spoons, cups) To use some cooking techniques (spreading, cutting, threading, coring) – Sandwiches, Fruit Kebab |
To know the names of tools. To explore different techniques for joining materials (e.g. slot and treasury tags). |
To make props and costumes for different role play scenarios |
Actions to make toys also move include winding up, pulling back friction toys, pressing or squeezing, pneumatics, using magnets to move things. |
|
1 |
Think of own ideas for design. Use pictures and words to plan. Design a product for myself, following design criteria. Work in a range of contexts (imaginary, home, school, wider community, story based). |
Explain what is being made and why. Select appropriate tools and equipment for the purpose. |
Talk about own and pre-existing products, saying what is good or bad about them. Say whether their product does what it is meant to (fits the design brief) and how it could be improved. |
Know how to peel, cut, mix and mould foods (with close supervision). |
Use sheet materials and construction tools with appropriate supervision. |
Cut, then join textiles using a stapler or glue. Decorate using a range of items (buttons, sequins, beads, ribbons etc). |
Know about movement of simple mechanisms such as levers, sliders, wheels and axels. |
|
2 |
Think of own ideas and plan what to do next. Describe designs using pictures, diagrams, models, mock-ups, words and ICT. Design a product for myself and others, following design criteria. Work confidently in a range of contexts (imaginary, home, school, wider community, story-based etc). |
Explain what is being made and why the audience will like it. Choose appropriate tools and equipment, describing and explaining why they are being used. |
Describe how their own and pre-existing products work, evaluating what went well and what could be done differently. Suggest what went well and what would be done differently when evaluating their own product. |
Know how to peel, cut, grate, mix and mould foods (with supervision). |
Use sheet materials and construction tools with appropriate supervision. |
Cut, then join textiles using a running stitch, over sewing or glue. Decorate using a range of items (buttons, sequins, beads, ribbons etc). |
Know about movement of simple mechanisms such as levers, sliders, wheels and axels. |
|
3 |
Create a design that meets a range of requirements. Consider the equipment and tools needed when planning. Describe a design using an accurately labelled diagram, and in words. |
Use a range of tools and equipment accurately. Measure, mark out, assemble and join materials and components with some accuracy. |
Evaluate own and pre-existing products. Suggest what could be changed to improve a design, beginning to link this to the design brief. |
Know how to peel, cut, grate, mix, mould and begin to cook foods (using toasters and microwaves with supervision). |
Use sheet materials and construction tools with appropriate supervision. |
Cut, then join textiles using a running stitch, over sewing or glue. Decorate using a range of items (buttons, sequins, beads, ribbons etc).
|
Know about movement of mechanisms such as levers and linkages. |
|
4 |
Generate more than one idea for how to create a product. Gather information to help design a successful product (i.e. by asking others' views). Produce a detailed plan with labelled diagrams, a written explanation and step-by-step guide. Suggest improvements to develop and refine a planned idea. |
Use a range of tools and equipment with accuracy. Measure, mark out, join, assemble materials and components with accuracy. |
Evaluate the appearance and usability of own and pre-existing products. Explain how the original design could be improved, considering the appearance and usability and linking this to the design brief. |
Know how to peel, cut, grate, mix, mould and begin to cook foods (using toasters and microwaves with supervision). |
Use sheet materials and construction tools with appropriate supervision. |
Cut, then join textiles using a running stitch, over sewing, back stitch or fastenings. Understand seam allowances, create simple patterns and appropriate decoration techniques (e.g. applique). |
Know about movement of mechanisms such as levers and linkages.
|
|
5 |
Generate a range of ideas after collating relevant information (i.e. users’ views). Produce a detailed plan, with step-by-step instructions, cross-sectional diagrams and prototypes. Suggest alternative plans, considering the positive aspects and drawbacks of each. |
Use a range of tools and equipment expertly. Consider the aesthetic qualities and functionality of my work when making. |
Evaluate the appearance and function of a product (own and pre-existing) against the original criteria, saying whether it is fit for purpose. Suggest improvements that could be made, considering materials and methods that have been used. |
Cut, mix, mould and begin to use sheets and hobs to heat food with appropriate supervision. |
Use sheet and construction materials appropriately. |
Cut, then join textiles using a running stitch, over sewing, back stitch or fastenings. Understand seam allowances, create simple patterns and appropriate decoration techniques (e.g. applique). |
Understand how mechanical systems such as cams, pulleys or gears create movement. |
|
6 |
Use a range of information to inform a design (i.e. market research using surveys, interviews, questionnaires or web-based resources). Produce a detailed plan, with cross-sectional diagrams and computer-generated designs). Work within constraints, refining and justifying plans as necessary. |
Use a range of tools and equipment precisely. Consider the aesthetic qualities and functionality of my product as making it, refining details as necessary |
Evaluate the appearance and test the function of a product (own and pre-existing) against the original criteria, saying whether it is fit for purpose. Suggest improvements that could be made, considering materials, methods, sustainability of the product and how much a product costs to make. |
Cut, mix, mould and use hobs to heat food, developing independence with this as appropriate. |
Use sheet and construction materials appropriately. |
Pin and tack fabrics use patterns and seam allowances and join fabrics to make quality products. |
Understand how mechanical systems such as cams, pulleys or gears create movement.
|