Design Technology Statement of Intent

All Designers and Technologists at Medlar with Wesham CE Primary School will be given opportunities to acquire knowledge and skills, through a DT curriculum that is inspiring and practical. 

Children will investigate and explore products, designs and structures in a journey of discovery. Children will explore using tools and materials, and reflect at every stage of the designing and making process. 

Children will be inspired to become engineers, designers, chefs and architects who are curious and want to solve real and relevant problems within a variety of contexts.  

Design and Technology Curriculum 

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