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Design and Technology

Design and Technology Subject Leader is Mrs Rhodes

 

Design and Technology at Holy Trinity CE Primary

 

Our curriculum intent for Design and Technology is that every child will: 

 

  • experience a variety of creative and practical opportunities to design, make and evaluate products and feel proud of their achievements.
  • develop the knowledge, understanding and the skills to engage in an interactive process of designing and making.
  • work in a range of relevant contexts such as: the home and school, gardens and playgrounds, the local community, industry and the wider environment.
  • develop a love for cooking and to apply the principles of nutrition and health eating.

 

As a valued part of the curriculum, Design and Technology is taught through topic work, rather than as a discrete subject wherever possible.  This has enabled more cross curricular links and a wider teaching of DT in school.

 

 How does Design and Technology fit into our School Vision?

 

To be an inspirational place of learning where

 

Vision statement:

Design and Technology links/actions:

We facilitate opportunities so every child can flourish in a place where they feel safe, happy and confident.

 

         

  • Engage and inspire all pupils and give them regular opportunities to take part in Design and technology lessons.
  • Offer cross-curricular learning opportunities to enable children to make connections and explore an in depth curriculum.
  • Share examples of learning and achievement within the school through displays, photos, work samples as well as celebrating achievements with families on the school website and in the newsletter.

 

Staff wellbeing and professional development is valued and supported in order to fulfil their roles, inspire others and experience personal fulfilment.

 

                          

  • Provide CPD for staff in the Design and Technology National Curriculum.
  • Ensure resources such as tools and materials are available and of a high standard to enable staff to undertake their job effectively and efficiently.
  • Liase with cluster schools to look at Design and Technology provision and how it is delivered.

 

The school provides facilities that enable an optimum learning environment.

 

                  

 

 

 

 

 

 

  • Ensure pupils have access to high quality resources, tools and materials.
  • Look into ways of funding further DT equipment using local schools and companies.
  • Ensure children’s work is celebrated and shared throughout all available platforms: classrooms, corridors, communal areas in school, through topic books, on the website, in home learning projects etc.
  • Excite the children by creating fun whole school competitions using completed models.
  • Immerse children in rich topic based learning by making links whenever appropriate.

 

The school plays a central role within our community and enjoys strong links with the church, local companies and other schools.                 

  • Where possible make local links within our topic based approach through trips and visits.
  • Forge links with other DT subject leaders across the local cluster.

 

 

 

 

National Curriculum: Design and Technology

 

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, 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 iterative 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

 

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:

Key stage 1

  • use the basic principles of a healthy and varied diet to prepare dishes
  • understand where food comes from.

Key stage 2

  • understand and apply the principles of a healthy and varied diet
  • prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

 

 

 

 

 

 

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