Broad Lane, Nantwich, Cheshire, CW5 7QL

01270 906124

admin@stapeleybl.cheshire.sch.uk

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Stapeley Broad Lane CofE Primary School

Design Technology

Design and technology prepares children to take part in the development of tomorrow’s rapidly changing world. Creative thinking encourages children to make positive changes to their quality of life. The subject encourages children to become autonomous and creative problem-solvers, both as individuals and as part of a team. It enables them to identify needs and opportunities and to respond by developing ideas, and eventually making products and systems. Through the study of design and technology they combine practical skills with an understanding of aesthetic, social and environmental issues, as well as of functions and industrial practices. This allows them to reflect on and evaluate present and past design and technology, its uses and its impacts. Design and technology helps all children to become discriminating and informed consumers and potential innovators.

 

The objectives of teaching design and technology are:

 

  • to develop imaginative thinking in children and to enable them to talk about what they like and dislike when designing and making things;
  • to enable children to talk about how things work, and to draw and model their ideas;
  • to encourage children to select appropriate tools and techniques for making a product, whilst following safe procedures;
  • to explore attitudes towards the made world and how we live and work within it;
  • to develop an understanding of technological processes and products, their manufacture and their contribution to our society;
  • to foster enjoyment, satisfaction and purpose in designing and making things.
  • Help children develop an ability to criticise constructively and evaluate their own products and those of others.

Design & Technology

   

Key Stage 1

During key stage 1 pupils learn how to think imaginatively and talk about what they like and dislike when designing and making. They build on their early childhood experiences of investigating objects around them. They explore how familiar things work and talk about, draw and model their ideas. They learn how to design and make safely and could start to use ICT as part of their designing and making.

Knowledge, skills and understanding

Teaching should ensure that knowledge and understanding are applied when developing ideas, planning, making products and evaluating them.

Developing, planning and communicating ideas

1. Pupils should be taught to:
a) generate ideas by drawing on their own and other people's experiences
b) develop ideas by shaping materials and putting together components
c) talk about their ideas
d) plan by suggesting what to do next as their ideas develop
e) communicate their ideas using a variety of methods, including drawing and making models.

Working with tools, equipment, materials and components to make quality products

2. Pupils should be taught to:
a) select tools, techniques and materials for making their product from a range suggested by the teacher
b) explore the sensory qualities of materials
c) measure, mark out, cut and shape a range of materials
d) assemble, join and combine materials and components
e) use simple finishing techniques to improve the appearance of their product, using a range of equipment
f) follow safe procedures for food safety and hygiene.

Evaluating processes and products

3. Pupils should be taught to:
a) talk about their ideas, saying what they like and dislike
b) identify what they could have done differently or how they could improve their work in the future.

Knowledge and understanding of materials and components

4. Pupils should be taught:
a) about the working characteristics of materials [for example, folding paper to make it stiffer, plaiting yarn to make it stronger]
b) how mechanisms can be used in different ways [for example, wheels and axles, joints that allow movement].

Breadth of study

5. During the key stage, pupils should be taught the Knowledge, skills and understanding through:
a) investigating and evaluating a range of familiar products [for example, talking about how they work, and whether they do what they are supposed to do]
b) focused practical tasks that develop a range of techniques, skills, processes and knowledge
c) design and make assignments using a range of materials, including food, items that can be put together to make products, and textiles.

 

Key Stage 2

During key stage 2 pupils work on their own and as part of a team on a range of designing and making activities. They think about what products are used for and the needs of the people who use them. They plan what has to be done and identify what works well and what could be improved in their own and other people's designs. They draw on knowledge and understanding from other areas of the curriculum and use computers in a range of ways.

Knowledge, skills and understanding

Teaching should ensure that knowledge and understanding are applied when developing ideas, planning, making products and evaluating them.

Developing, planning and communicating ideas

1. Pupils should be taught to:
a) generate ideas for products after thinking about who will use them and what they will be used for, using information from a number of sources, including ICT-based sources
b) develop ideas and explain them clearly, putting together a list of what they want their design to achieve
c) plan what they have to do, suggesting a sequence of actions and alternatives, if needed
d) communicate design ideas in different ways as these develop, bearing in mind aesthetic qualities, and the uses and purposes for which the product is intended.

Working with tools, equipment, materials and components to make quality products

2. Pupils should be taught to:
a) select appropriate tools and techniques for making their product
b) suggest alternative ways of making their product, if first attempts fail
c) explore the sensory qualities of materials and how to use materials and processes
d) measure, mark out, cut and shape a range of materials, and assemble, join and combine components and materials accurately
e) use finishing techniques to strengthen and improve the appearance of their product, using a range of equipment including ICT
f) follow safe procedures for food safety and hygiene.

Evaluating processes and products

3. Pupils should be taught to:
a) reflect on the progress of their work as they design and make, identifying ways they could improve their products
b) carry out appropriate tests before making any improvements
c) recognise that the quality of a product depends on how well it is made and how well it meets its intended purpose

Knowledge and understanding of materials and components

4. Pupils should be taught:
a) how the working characteristics of materials affect the ways they are used
b) how materials can be combined and mixed to create more useful properties [for example, using cardboard triangles on the corners of a wooden framework to strengthen it]
c) how mechanisms can be used to make things move in different ways, using a range of equipment including an ICT control program
d) how electrical circuits, including those with simple switches, can be used to achieve results that work.

Breadth of study

5. During the key stage, pupils should be taught the Knowledge, skills and understanding through:
a) investigating and evaluating a range of familiar products, thinking about how they work, how they are used and the views of the people who use them
b) focused practical tasks that develop a range of techniques, skills, processes and knowledge
c) design and make assignments using a range of materials, including electrical and mechanical components, food, mouldable materials, stiff and flexible sheet materials, and textiles.