Intent

We aim to inspire pupils to be innovative and creative thinkers who have an appreciation for the product design cycle through ideation, creation, and evaluation. We want pupils to develop the confidence to take risks, through drafting design concepts, modelling, and testing and to be reflective learners who evaluate their work and the work of others. Through our scheme of work, we aim to build an awareness of the impact of design and technology on our lives and encourage pupils to become resourceful, enterprising citizens who will have the skills to contribute to future design advancements. Our Design and technology scheme of work enables pupils to meet the end of key stage attainment targets in the National curriculum and the aims also align with those in the National curriculum.

 Implementation

The Design and technology National curriculum outlines the three main stages of the design process: design, make and evaluate. Each stage of the design process is underpinned by technical knowledge which encompasses the contextual, historical, and technical understanding required for each strand.

Cooking and nutrition focuses on specific principles, skills and techniques in food, including where food comes from, diet and seasonality. The National curriculum organises the Design and technology attainment targets under the following subheadings: 
 
Design

• Use research and develop 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, such as 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, such as gears, pulleys, cams, levers and linkages
• Understand and use electrical systems in their products, such as series circuits incorporating switches, bulbs, buzzers and motors
• Apply their understanding of computing to programme, monitor and control their products

  
Cooking and Nutrition

• 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

Each of our key areas follows the design process (design, make and evaluate) and has a particular theme and focus from the technical knowledge or cooking and nutrition section of the curriculum. Our scheme is a spiral curriculum, with key areas revisited again and again with increasing complexity, allowing pupils to revisit and build on their previous learning.

 Impact

After the implementation of  our Design and technology scheme, pupils should leave school equipped with a range of skills to enable them to succeed in their secondary education and be innovative and resourceful members of society. The expected impact will be that children will:

• Understand the functional and aesthetic properties of a range of materials and resources.
• Understand how to use and combine tools to carry out different processes for shaping, decorating, and manufacturing products.
• Build and apply a repertoire of skills, knowledge and understanding to produce high quality, innovative outcomes, including models, prototypes, CAD, and products to fulfil the needs of users, clients, and scenarios.
• Understand and apply the principles of healthy eating, diets, and recipes, including key processes, food groups and cooking equipment.
• Have an appreciation for key individuals, inventions, and events in history and of today that impact our world.
• Recognise where our decisions can impact the wider world in terms of community, social and environmental issues.
• Self-evaluate and reflect on learning at different stages and identify areas to improve.
• Meet the end of key stage expectations outlined in the National curriculum for Design and technology.