Design and Technology

The Design and Technology Subject Leader is Mrs Millard

Subject Pupil Ambassadors for Design and technology are Rosie and Jim.

Curriculum Drivers

Curriculum drivers shape our curriculum breadth and our ambition for our children to study the best of what has been thought and said by many generations of academics and scholars.

They are derived from an exploration of our children’s backgrounds, within our locality, underpinned by our beliefs about high quality education and our values, rooted in the Mission of the Church. They are used to ensure we give our children appropriate and ambitious curriculum opportunities, applicable to them. The fundamental principles of education, within all subject areas, at St Joseph’s are:

  1. Growth: Pupils aspire to be the best and grow to achieve their dreams.
  2. Diversity: Our pupils recognise the diverse world in which we live, in turn broadening their horizons.

Threshold Concepts in Design and Technology

These are the ‘big ideas’ that shape our children’s thinking within each subject. The same threshold concepts will be explored in every year group and the children will gradually increase their understanding of them.

Exploring a concept will never be complete; our children will continue to explore them for as long as they study the subject, within different contexts, to ensure this learning has tangibility and meaning.

  • Master practical skills

This concept involves developing the skills needed to make high quality products (we have highlighted a range of skills but they may be added to or changed as appropriate for your school).

  • Design, make, evaluate and improve

This concept involves developing the process of design thinking and seeing design as a process.

  • Take inspiration from design throughout history

This concept involves appreciating the design process that has influenced the products we use in everyday life.

Essential Characteristics of Design and Technology

Each child will develop the following characteristics, during their time at St Joseph’s, when exploring the Threshold Concepts:

Breadth of Study

  • Significant levels of originality and the willingness to take creative risks to produce innovative ideas and prototypes.
  • An excellent attitude to learning and independent working.
  • The ability to use time efficiently and work constructively and productively with others.
  • The ability to carry out thorough research, show initiative and ask questions to develop an exceptionally detailed knowledge of users’ needs.
  • The ability to act as responsible designers and makers, working ethically, using finite materials carefully and working safely.
  • A thorough knowledge of which tools, equipment and materials to use to make their products.
  • The ability to apply mathematical knowledge.
  • The ability to manage risks exceptionally well to manufacture products safely and hygienically.
  • A passion for the subject and knowledge of, up-to-date technological innovations in materials, products and systems.

The overview below provides a breadth of study which meets the requirements of the National Curriculum.

 

Key Stage 1 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, such as 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 such as 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, such as levers, sliders, wheels and axles, in their products.

Cooking and nutrition

• use the basic principles of a healthy and varied diet to prepare dishes.

• understand where food comes from.

 

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, such as 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, 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.

 

 

 

Milestones

Because the Threshold Concepts are repeated in every year group, it is important that the children progress in their understanding of them. Therefore, ‘Milestones’ are used, which contain a range of descriptors which give more detail to be discovered within the concept. Over a two year period (for example, Years 1 and 2), the children will become more and more familiar with these details by exploring them in a breadth of contexts. Milestones form part of our internal Medium Term Plans.

Useful Curriculum Links:

Design and technology association https://www.data.org.uk/

STEM https://www.stem.org.uk/resources/collection/4161/design-and-technology-association