Design and Technology

Intent

Design and Technology is an inspiring, rigorous, and practical subject. We want to encourage children to learn to think and intervene creatively to solve problems both as individuals and as members of a team. We encourage children to use their creativity and imagination, to design and make products that solve real and relevant problems, within a variety of contexts considering their own and others’ needs, wants, and values.

All teaching of Design and technology should follow the design, make and evaluate cycle where each of these stages should be given equal weight. There should be evidence of each of these stages in the Design and technology books, which should also develop to show clear progression across the key stages as they pass up through each year group.

Evaluation is an integral part of the design process and allows children to adapt and improve their product, this is a key skill which they need throughout their life. D&T allows children to apply the knowledge and skills learned in other subjects, particularly Maths, Science and Art. Children’s interests are captured through theme learning, ensuring that links are made in a cross curricular way, giving children motivation and meaning for their learning.

In line with the National Curriculum: Design and Technology programmes of study, we aim to plan inspiring and enriching learning specifically for a purpose by:

• Designing purposeful, functional, appealing products for themselves and other users based on design criteria.

• Select from and use a wide range of materials and components.

• Explore and evaluate a range of existing products.

• Build structures, exploring how they can be made stronger, stiffer and more stable.

Progression booklets have been produced to enable children and staff to plan their curriculum with progression in mind. They will be used to recap prior learning, explain the new learning and give an insight into where this learning will take them.

Through the Design and Technology curriculum, children should be inspired by engineers, designers, chefs and architects to enable them to create a range of structures, mechanisms, textiles, electrical systems and food products with a real-life purpose.

Implementation

All teaching of DT should follow the design, make and evaluate cycle. Each stage should be rooted in technical knowledge.  The design process should be rooted in real life, relevant contexts to give meaning to learning. While making, children should be given choice and a range of tools to choose freely from. To evaluate, children should be able to evaluate their own products against a design criteria. Each of these steps should be rooted in technical knowledge and vocabulary. DT should be taught to a high standard, where each of the stages should be given equal weight. There should be evidence in each of these stages in the DT books, which should also develop to show clear progression across the key stages as they are passed up through each year group.

In KS1 this looks like:

Design:

• Design should be rooted in real life, relevant contexts to give meaning to the learning.

• Planned through appropriate formats: drawing, templates, talking and mock-ups.

Make:

• Children should be given a range of tools and equipment for their projects to choose from to perform practical tasks. For, cutting, shaping, joining, and finishing with some degree of accuracy

• Children should use a wide range of materials and components; textiles, construction equipment and ingredients.

Evaluate:

• Evaluate existing products.

• Evaluate their own products against design criteria.

In KS2 this looks like:

Design:

• Rooted in real life, relevant contexts to give meaning to the learning.

• Researched designs based on functional, appealing products with purpose.

• Planned by appropriate methods; annotated sketches, cross-sectional diagrams, prototypes, pattern pieces and computer aided design.

Make:

• Children can select from a wider range of tools than KS1. For, cutting, shaping, joining, and finishing with a good degree of accuracy

• Children should use from and select a wider range of materials and components; textiles, construction equipment and ingredients.

Evaluate:

• Evaluations should be in comparison to existing products.

• Children should evaluate against a set of design criteria.

• Children should understand how key events and individuals have helped shape design and technology globally – products are in context

Progression booklets will be shared with the children at the beginning of their lesson to enable them to revisit their prior learning, be confident articulating their new learning and see what their learning will take them as they move through school. This will develop a knowledge of the purpose of their learning and where they sit upon their journey.

Impact

We ensure the children:

• 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 and 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. Children will design and make a range of products. A good quality finish will be expected in all design and activities made appropriate to the age and ability of the child

We want our children to develop:

• 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 and skills accurately. The ability to manage risks exceptionally well to manufacture products safely and hygienically.

• A passion for the subject

Assessment will take place against ‘I can statements’ at the end of each academic year. This assessment will be against each area of design and technology learning.

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Nights are getting darker and snuggling up on the sofa with a seasonal film is definatly a favourite activity in our home and the smell of freshly made popcorn is right up there with freshly baked bread. As a source of fibre, popcorn will keep you feeling full for longer, making it an ideal snack – plus, it's actually really easy to make.
• 20g popping corn: 62kcal (260kJ)
• 3g (1tsp) of vegetable oil: 27kcal (113kJ)
• optional toppings

Method
Heat the oil in a thick-bottomed saucepan on medium high heat. (If you are using coconut oil, allow all of the solid oil to melt.)

Put 3 or 4 popcorn kernels into the oil:
Wait for the popcorn kernels to pop.
When the kernels pop, add the rest of the popcorn kernels in an even layer

Cover the pot, remove from heat and count 30 seconds:
(Count out loud! It's fun to do with kids.)
This method first heats the oil to the right temperature, then waiting 30 seconds brings all of the other kernels to a near-popping temperature so that when they are put back on the heat, they all pop at about the same time.

Return the pan to the heat:
The popcorn should begin popping soon, and all at once. Once the popping starts in earnest, gently shake the pan by moving it back and forth over the burner.

Tip: As the popcorn pops, try to keep the lid slightly ajar to let the steam from the popcorn release (the popcorn will be drier and crisper).

Once the popping slows to several seconds between pops, remove the pan from the heat:

Immediately empty popped popcorn into a serving bowl

Sprinkle the popcorn with salt to taste:

Fun toppings for the popcorn - Spanish smoked paprika, cayenne powder, chili pepper, curry powder, cumin, grated Parmesan cheese.
... See MoreSee Less

Nights are getting darker and snuggling up on the sofa with a seasonal film is definatly a favourite activity in our home and the smell of freshly made popcorn is right up there with freshly baked bread. As a source of fibre, popcorn will keep you feeling full for longer, making it an ideal snack – plus, its actually really easy to make. 
• 20g popping corn: 62kcal (260kJ)
• 3g (1tsp) of vegetable oil: 27kcal (113kJ)
• optional toppings
Method
Heat the oil in a thick-bottomed saucepan on medium high heat. (If you are using coconut oil, allow all of the solid oil to melt.)
Put 3 or 4 popcorn kernels into the oil:
Wait for the popcorn kernels to pop.
When the kernels pop, add the rest of the popcorn kernels in an even layer
Cover the pot, remove from heat and count 30 seconds:
(Count out loud! Its fun to do with kids.)
This method first heats the oil to the right temperature, then waiting 30 seconds brings all of the other kernels to a near-popping temperature so that when they are put back on the heat, they all pop at about the same time.
Return the pan to the heat:
The popcorn should begin popping soon, and all at once. Once the popping starts in earnest, gently shake the pan by moving it back and forth over the burner.
Tip: As the popcorn pops, try to keep the lid slightly ajar to let the steam from the popcorn release (the popcorn will be drier and crisper).
Once the popping slows to several seconds between pops, remove the pan from the heat:
Immediately empty popped popcorn into a serving bowl
Sprinkle the popcorn with salt to taste:
Fun toppings for the popcorn - Spanish smoked paprika, cayenne powder, chili pepper, curry powder, cumin, grated Parmesan cheese.

... See MoreSee Less

School to close on Friday 15th October 2021 and re-open Monday 1st November 2021