Intent

Design and Technology is an inspiring, rigorous and practical subject that prepares children to deal with the rapidly changing world of tomorrow and to understand the innovations that have shaped the world of today. Design and Technology encourages children to learn to think and intervene creatively to solve problems both as individuals and as members of a team.

At High Wycombe Church of England Combined School, 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; combining practical skills with an understanding of aesthetics.

We aim to, wherever possible, link work to other disciplines such as Mathematics, Science, PSHE, History, Computing, English Language and Literature and Art.

Pupils are also given opportunities to reflect upon and evaluate past and present design technology, its uses and its effectiveness and are encouraged to become innovators and risk-takers.

It is the intent of High Wycombe Church of England Combined School for Design Technology to be taught in all year groups through at least one topic per term or three topics in an academic year, which includes opportunities relating to food in most year groups.

Key objectives of intent within the Design Technology Curriculum based on the National Curriculum 2014 guidance:

• Products are to be made for a purpose.
• Individuality should be ensured in children’s design and construction of products.
• Delivery of the two strands: Designing and Making and Cooking and Nutrition.
• More emphasis to be given on creating ‘innovative’ products in KS2.
• Teaching the importance of making on-going changes and improvements during making stages.
• Looking into seasonality of ingredients and how they are grown, caught or reared.
• The introduction of computing and coding of products in KS2.
• Researching key events and individual designers in the History of Technology in KS2.

Aims

The national curriculum for Design and Technology aims to ensure that all pupils:

• develop the creative, technical and practical expertise need 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
• 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.

Implementation

Through a variety of creative and practical activities, we teach the knowledge, understanding and skills needed to engage in an iterative process of designing and making. Pupils design and create products that consider function and purpose and which are relevant to a range of sectors (for example, the home, school, leisure, culture, enterprise, industry and the wider environment).

The teaching of Design and Technology across the school follows the National Curriculum through the provision of selected tasks to provide a range of skills and experiences for pupils. Children design products with a purpose in mind and an intended user of the products. Food technology is implemented across the school with children developing an understanding of where food comes from, the importance of a varied and healthy diet and how to prepare food in a hygienic environment.

Design and Technology is a crucial part of school life and learning and it is for this reason that as a school we are dedicated to the teaching and delivery of a high quality Design and Technology curriculum; through well-planned and resourced projects and experiences.

Design and Technology also embeds our school’s Learning Behaviours. It is an inspiring, rigorous and practical subject, requiring creativity, resourcefulness, and imagination. Pupils design and make products that solve real and relevant problems within a variety of contexts.

Early Years Foundation Stage

During the EYFS, pupils explore and use a variety of media and materials through a combination of child initiated and adult directed activities. They have the opportunities to learn to:

• Use different media and materials to express their own ideas
• Use what they have learnt about media and materials in original ways, thinking about form, function and purpose
• Make plans and construct with a purpose in mind using a variety of resources
• Develop skills to use simple tools and techniques appropriately, effectively and safely
• Select appropriate resources for a product and adapt their work where necessary
• Cook and prepare food adhering to good health and hygiene routines

National Curriculum requirements at 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).

• explore and use mechanisms, (for example levers, sliders, wheels and axles), in their products.

National Curriculum requirements for food and Nutrition at KS1

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

Pupils should be taught to:

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

• understand where food comes from. 

In Key Stage 2:

Within key stage 2 key events and individuals that have influenced the world of Design Technology are teaching focuses that are to be covered. 
The use of computer programmes and applications are also a key focus to be utilised by children in their design of their products.

National Curriculum requirements at 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, 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 structures that are more complex 

•   understand and use mechanical systems in their products, (for example as gears, pulleys, cams, levers and linkages)

•   understand and use electrical systems in their products, (for example series circuits incorporating switches, bulbs, buzzers and motors) 

•   to apply their understanding of computing to programme, monitor and control their products.

National Curriculum requirements for food and nutrition at KS2 

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. 

Pupils should be taught to: 

• 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 

• to understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. 

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 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, as well as chopping and slicing) accurately.
• select from and use a wider range of materials, ingredients and components, including construction materials, textiles and ingredients, according to their functional properties, aesthetic qualities and, where appropriate, taste.

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 structures that are more complex.
• understand and use mechanical systems in their products.
• understand and use electrical systems in their products.
• apply their understanding of computing to program, monitor and control their products
• Understand some of the ways that food can be processed and the effect of different cooking practices (including baking and grilling).

Key skills and key knowledge for Design and Technology have been mapped across the school to ensure progression between year groups. The context for the children’s work in Design and Technology is also well considered and pupils learn about real life structures and the purpose of specific examples, as well as developing their skills throughout the programme of study.

Impact

We ensure pupils:
• 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 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 prepare and cook food.

Children will design and make a range of products. A good quality finish appropriate to each pupil’s age and relative ability will be expected in all design activities.

Children learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. They will grow to appreciate that high-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

Above all, we aim to ensure that pupils develop a rich learning experience and an enjoyment for the subject of Design & Technology.

Assessment of children's learning in Design Technology is an ongoing monitoring of children's understanding, knowledge and skills by the class teacher, throughout lessons. This assessment is then used to inform differentiation, support and challenge required by the children.
Class teachers conduct summative assessment termly across each year group of the school to inform the subject leader of progress or skills and knowledge still to be embedded.
Design Technology is also monitored by the subject leader through a cyclical process in accordance with the school’s improvement planning in the form of monitoring of planning, lesson observations, looking at outcomes and pupil interviews to discuss their learning and understanding and establish the impact of the teaching taking place.

EYFS pupils' progress and attainment is tracked using the Early Excellence Assessment tracker system, telling us whether each individual child is below expected, at expected or above expected attainment for their age.