Design and Technology

"Design is not just what it looks like and feels like. Design is how it works."

Steve Jobs

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 2014) 

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. 

Intent

At St. Richard’s it is our intent for Design and Technology to prepare children to actively participate in the development of our continuously advancing and changing world. We do this by teaching children the knowledge, understanding and skills needed in the design and making process. This is carried out through a range of creative and practical activities and encompasses subjects including; Mathematics, Science, Engineering, Art and Computing.

• Children are provided opportunities to become creative problem solvers and develop their critical thinking through design, development and creation of various products.
• Children are encouraged to take risks, whilst being resourceful and innovative.
• Children are inspired through the learning of historical influencers and inventors and their impact on Design and Technology.
• Children are encouraged to use the correct and technical vocabulary when designing, making and evaluating their products.
• Children to talk about how things work and to draw, model and write about their ideas;
• Children to select appropriate tools and techniques for making a product, whilst following safe procedures;
• explore attitudes towards the ‘made’ world and how we live and work within it;
• Children will develop an understanding of technological processes and how they contribute to our society
• Enjoyment, satisfaction and purpose is fostered in the design and making process.

Implementation

The principal aim is to develop children’s knowledge, skills and understanding in Design and Technology and lessons are planned and taught so that they build on the children’s prior learning.

Teachers ensure that the children apply their knowledge and understanding when developing ideas, planning and making products and then evaluating them. We do this through a mixture of whole class teaching and individual/group activities. Within lessons, we give children the opportunity both to work on their own and to collaborate with others, listening to other children’s ideas and treating these with respect.

• Children critically evaluate existing products before applying their knowledge and understanding to then; develop ideas, plan, make and evaluate products.
• Children are able to collaborate, share ideas and work as individuals.
• Children are offered a wide range of materials and resources to explore and use, including ICT.
• Children of all abilities are provided with suitable learning opportunities that match the challenge of the task to the ability of the child. This is done by; setting common tasks that are open ended and can have a variety of results, relating the design and making process to other areas of the curriculum and to everyday life.

Impact

We measure the impact of our Design and Technology curriculum in a variety of ways. Assessment of children’s work and progress is ongoing by the class teacher; this includes observation of pupils working, discussions, appropriate questioning and evaluation of any recorded work produced. A large proportion of assessment is involved with practical application and language development involving discussion, description and explanation skills. Children can self-assess against a success criteria.

Evidence may be seen in DT folders, 2-D displays, 3-D models and photographs of children’s work. Feedback is most often provided to pupils verbally to ensure they can make improvements to their work and move their learning on. This all informs future planning and provides information for a pupil’s records, parent discussions and annual reports.