Design and Technology

 

“Be prepared to change the world with your innovation and creativity.”

In this section we explain how we teach design and technology at St George's.  In the link on the page you will also find:

  • Our teaching plan

  • progression statements

  • curriculum links

  • curriculum statement

 

Design and Technology helps develop creative ideas alongside a broad range of practical skills. It teaches us to take risks and be innovative. It enables us to understand how important design technology is to our world. It has contributed to our history, culture, creativity and the wealth of our nation. We hope that design technology inspires our children and helps them understand the importance of design and innovation.

 

Being a designer at St George’s School means;

 

  1. Researching and seeking inspiration: We use the world around us, available products, books and the internet to research existing products and key designers/engineers/architects that have helped shape the history of design. We use real life contexts to inspire us to design and make products that solve real and relevant problems. This includes engaging with local and national businesses and creating partnerships to develop design technology at St. George’s.

 

  1. Generating ideas:  We develop the technical skills in drawing, annotating and creating plans, including the use of CAD software, to present a range of ideas from initial concepts to final designs. We use the Iterative design process to regularly evaluate and generate new ideas.

 

  1. Making products: We make products from a range of materials to a high standard. We use a broad range of tools and equipment to do this.

 

  1. Evaluating and analysing creative works: Design and technology involves a lot of analysis and evaluation of creative works.   We will do this by:
  • Creating questions for analysing and evaluating our own and others’ products.
  • Undertaking consumer research and questionnaires.
  • Considering the views others have of our designs and products.
  • Evaluating our own work throughout the design process, adapting and changing ideas, designs and construction methods accordingly. We work using the Iterative design process.
  • Using and evaluating secondary sources such as information books, websites and documentaries.

 

  1. Having an awareness of health and nutrition: We understand the importance of nutrition, a balanced diet and the characteristics of a broad range of ingredients, including seasonality, when choosing and preparing food.

 

  1. Learning the basics of food preparation and cooking.  We have opportunities to learn how to prepare food.  This will include hygiene, the use of kitchen equipment and basic cooking techniques including chopping, baking and following, or creating, simple recipes from a variety of cultures.

 

 

 

Food technology should help us to understand the important of our food choices and give us the skills and inspiration to be creative in the kitchen and try new foods.

 

In our lessons we ask important questions such as:

  • How does design and technology reflect and shape our history?
  • Who were the important designers in history?
  • How do I think critically about the design of a range of products for different purposes?
  • How can the design of products help change the lives of myself and others?
  • How could I make this product better / more efficient?

 

Essential Key Skills

  • Investigate products and inventions, primary resources and secondary sources (products, drawings and plans etc.) to develop and deepen understanding of design.
  • Evaluate and analyse creative works.
  • Understand and use a wide range of subject specific vocabulary.
  • Understand that design is ongoing and needs to be evaluated throughout the process, not just at the end.
  • Develop technical skills including drawing, construction, mechanics, electronics and ICT.
  • Gain basic cookery skills including identifying foods, measuring, chopping, mixing and tasting.

 

 

Cross Curricular Links

 

Promoting RESPECT

Resilience

Great product design is synonymous with resilience.  From Archimedes to Steve Jobs - successful designers have learnt that there is often a struggle to translate ideas to product.  Lessons are learnt and mistakes are celebrated.  “Success consists of going from failure to failure without loss of enthusiasm.” (Winston Churchill)

Empathy

Many aspects of great design and technology are driven by an understanding of the needs of others.  There are numerous examples that show how design technology can help others.  These include designs to help with mobility issues, road safety innovations and technologies  helping poorer areas of the world.

Self-Awareness

Children can communicate their self-awareness through D.T.  That can include modelling designs, drawing, designing packaging and photography.  Artistic expression is a key opportunity to consider personal feelings and those of their audience.

Positivity

Design and food technology is representative of differences in history, cultures, people and beliefs.  It allows people to improve the lives of those in their community and beyond.  Children should be taught an appreciation of how design and food technology represent diversity and positivity. 

Excellence

Design is a field of excellence in this country. We have a wealth of inspirational innovators and chefs to draw upon from Sir Isaac Newton (the reflecting telescope) to Frank Whittle (the turbo jet engine).From Elizabeth David to Heston Blumenthal

Communication and Teamwork

We believe that communication is a core aspect of all design. Children should be encouraged to develop the skills and confidence to communicate their ideas in a variety of ways. We will develop teamwork, encouraging children to design, pitch ideas, construct and reflect in teams as well as individually. In food technology children will work in teams to produce a dish or meal which can then be enjoyed together.

 

English

Speaking and Listening – Our children should use design and technology as an opportunity to develop their vocabulary, ask questions; present information orally about their learning; undertake discussions; have debates and pitch ideas.

 

Writing – There are numerous opportunities for high quality writing in design and technology. These include; non chronological reports; instructional writing; explanations and developing high quality evaluative writing.

 

Reading – Our children will access a wide range of literature in design technology.  This will include information texts; primary sources such as products and documents as well as information on computers and the internet.

 

Maths

Design and Technology is rich with mathematics.  Below are some of the opportunities that we will find in the different mathematical domains:

Number and Problem Solving: Ratio and proportion when scaling designs or quantities in recipes.

 

Statistics and Measure–Calculating the area and perimeter of regular and irregular shapes (technical drawing) and calculating angles when designing and constructing models.

 

Graphing – Recording and displaying results of consumer surveys.

 

Shape - 2D and 3D shape.Using nets to design products and packaging.

 

 

 

 

 

 

 

 

 

 

Science

Science and technology overlap considerably and many skills can be transferred in this area. Here are just a few examples:-

 

Properties of materials –Children learn the properties of a material and whether it is suited to purpose.

 

Electronics - Children learn how to create series and parallel circuits and how they can be used to improve a product’s function.

 

Living things – Grow your own and the seasonality of foods.

 

 

 

ICT and Computing

 

There are lots of opportunities for using ICT in Design Technology.

 

Present information.  Children can use CAD software to present initial and final designs of products. 

 

Researching information.  Using search engines to frame questions effectively to find out about key designers, engineers and architects.

 

History

 

Inventions have shaped the history of many cultures across the world and new technologies have brought both advancements to the human race and challenges. Studying key inventions and the links to human development and interactions is key to understanding social and economic history.

 

Geography

 

Innovations are often linked to a particular environmental need. Knowing about the environment an invention is going to be used in, is important in understanding how something should be designed: i.e. Is it robust enough for the terrain? Can it withstand the weather conditions?

 

S.M.S.C

 

Children develop a wider cultural awareness through projects that link to our industrial heritage as a nation and we seek to expand children’s knowledge of cultural influences in design. In addition, understanding the religious beliefs of communities are important in design, especially when preparing food so that it is understood what is and is not acceptable.

Through considering dilemmas raised and the impact on the environment when choosing materials, children develop a moral understanding of design.

Social skills are developed through encouraging effective3 conversations and peer evaluation as a vehicle for learning.

 

 

 

Design and Technology in National Curriculum

 

Purpose of study

Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils 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. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

 

Aims

The national curriculum for design and technology aims to ensure that all 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 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.
  •  

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

 

SUBJECT CONTENT

 

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].

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 [for example, 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 [for example, levers, sliders, wheels and axles], in their products

 

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 [for example, 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 [for example, gears, pulleys, cams, levers and linkages]
  • understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
  • apply their understanding of computing to program, monitor and control their products.

 

COOKING AND NUTRITION

 

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:

 

Key Stage 1

  • use the basic principles of a healthy and varied diet to prepare dishes
  • understand where food comes from.

 

Key Stage 2

  • 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 produced.

 

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