Design & Technology

At St Therese, Design and Technology is an inspiring and practical subject. Design and Technology encourages children to learn to think 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. We aim to, wherever possible, link work to other curriculum areas such as Mathematics, Science, Computing and Art. The children are also given opportunities to reflect upon and evaluate: past and present products or structures that incorporate Design Technology; its uses and its effectiveness; and they are encouraged to become innovators and risk-takers.

Our Design and Technology curriculum aims to ensure that all pupils:

  • Pupils should develop practical knowledge linked to methods and techniques used within the design process and the formal elements of structures, mechanisms, textiles, food & nutrition, electricity and computer aided design.
  • Pupils should develop theoretical knowledge of the design process and the significance  of their learning in context through links to real life examples. 
  • Pupils should develop disciplinary knowledge of existing Design and Technology and its contribution to the development of our modern society over time. 
  • Pupils gain practical knowledge through research and are explicitly taught all relevant components of knowledge in our six disciplines: Structures, mechanisms, textiles, food & nutrition, electricity and computer aided design.
  • Pupils gain theoretical knowledge because they are taught to challenge, test and research theoretical content to further develop their knowledge in order to confidently articulate the reasoning for their design. 
  • Pupils are able to make links to our broad and balanced curriculum, drawing upon known scientific and mathematical knowledge to apply disciplinary knowledge and solve problems.
  • Pupils are taught to recognise a clear sequence of lessons through a formulaic approach that guides the student through the design process: research, design, make and evaluate. 
  • Enable all pupils to access the curriculum and ensure that this is not reduced or minimised for pupils with SEND
  • Improve children’s knowledge and use of Tier 3 subject specific Design and Technology vocabulary, which has been specifically developed to ensure progression across the key stages.
  • Improve learning by organising our key knowledge into knowledge organisers to activate prior and developing knowledge. Our knowledge organisers are designed to reflect progression throughout the key stages and are used as a reflective tool to support learning throughout the topic.

Our Design and Technology curriculum 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.
  • 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.

 

We follow the National Curriculum through: 

Design

Using research and development design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.

 Generating, developing, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make

Selecting 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

Investigating and analysing a range of existing products  evaluate their ideas and products against their own design criteria and considering the views of others.

Understanding how key events and individuals in design and technology have helped shape the world. 

Technical knowledge

Applying 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]

Understanding and using  electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

Applying their understanding of computing to program, monitor and control their products. 

Cooking and Nutrition 

As part of their work with food, pupils are 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 uses the basic principles of a healthy and varied diet to prepare dishes and 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 processed.

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