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Design & Technology

Intent, Implementation, Impact

Our Vision

Our school is one family, united in love and deeply rooted in our Christian values, where together on life’s journey we flourish, striving for excellence in all that we do. Inspired by the transformation of St Paul, and enlightened by the glory of God, we will shine like stars to make the world a better place.

Our Curriculum Drivers

Our three curriculum drivers, Growth, Spirituality and Possibility shape our curriculum breadth. They are used to ensure we give our children  appropriate and ambitious curriculum opportunities.

Intent

At St Paul’s, we intend to develop pupil’s curiosity and excitement by creating practical opportunities for them to understand why and how products are created. The study of Design and Technology will aim to inspire pupils to be innovative and creative thinkers who are able to consider how products within the wider world can be used and improved. As they learn about past and present inspirational figures who have helped shape the world, they will become confident and motivated to see that they too have the opportunity to be successful. This is linked to our curriculum drivers; Growth, Spirituality and Possibility. Within their time at St Paul’s, the children will grow by building upon their existing skills, developing their vocabulary and broadening their knowledge. Over the course of their study they will develop the ability to take risks, through researching, designing, creating and evaluating as well as having the ability to critically assess and reflect on their ideas and products through each stage of the on-going D&T cycle. Through the Kapow scheme of work, children will build an awareness of the impact of design and technology on their lives and become resourceful, enterprising citizens who will have the skills to contribute to future design advancements.

Implementation

Children across the school (KS1 and KS2) will be expected to complete a D&T unit in their D&T books on a half-termly basis (alternating with Art). Teachers will use the D&T Long Term Plan as well as Kapow to inform their planning and support the development of the children’s D&T skills. Each lesson of a D&T unit will need to form part of the D&T cycle (Research, Design, Make and Evaluate).  The subject leaders will organise the Kapow units so that the D&T skills being taught are progressive and built upon throughout the school. The skills in six key areas are; Mechanisms, Structures, Textiles, Cooking and Nutrition, Electrical systems (KS2) and Digital world (KS2).  

KS1 will be provided with a ‘design criteria’ in order to help plan and evaluate their final product. Pupils in KS2 will take ownership of their design by creating their own ‘design criteria’. Children will consider the world in which we live and how we can make it better through the products that they create. To embed this, teachers will need to use and ask effective questions (e.g. How has this been put together? How can this be strengthened? How can this improve the lives of others?). KS2 pupils will be introduced to historical or present individuals who have created products that we use today. 

Impact

  • Children will be inspired by existing products, designers and engineers who help shape the world around us.
  • They will use this inspiration to be motivated in wanting to develop and improve their D&T skills and understanding. 
  • Through the teaching of D&T, children will establish connections between existing skills and newly taught techniques.
  • They will become increasingly more confident in discussing their technique, learning and knowledge using technical vocabulary.
  • During each part of the D&T cycle, children we be able to self-evaluate and strive to improve their product throughout the process.
  • They will have the confidence to review and improve existing products.
  • By the end KS2, children will be encouraged to think of creating products that improve our way of life and they will be aware of the different occupations that link to D&T

By the end of KS1:

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).

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

By the end of KS2:

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).

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.

 

St. Paul's C of E Primary School, Ringwood Way, London N21 2RA

020 8360 3137