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St Peter's

Catholic Primary School

ofsted

Tel: 0161 483 2431

Our School

Design & Technology

Design and Technology at St. Peter’s

 

At St. Peter’s, our aims, vision and values are at the core of everything we do.

We are guided by the key message of our Mission Statement,

 

'If we follow Jesus, the world will follow us.'

 

They define our teaching and learning, and provide an environment which prepares our pupils as confident, capable, resilient and responsible citizens able to enjoy a healthy life to the full.

 

Our inclusive school community works in partnership in meeting the responsibility of developing each child in every way – spiritually, emotionally, academically, physically and socially because each child, a unique creation of God and loved by God, deserves this.

 

We deliver the Design and Technology curriculum through the unique approach of the St. Peter’s Family.

Why is Design and Technology important at St. Peter’s?

 

  • 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.
  • Children consider their own and others’ needs, wants and values.
  • Children acquire a broad range of subject knowledge and draw on disciplines such as maths, science, engineering, computing and art.
  • Children learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens.
  • Through evaluating past and present design and technology, children 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.

What are the key knowledge concepts in Design and Technology at St. Peter’s?

 

Skills and understanding

Creativity

Competence

Drawing

Painting

Sculpting

Sketching

Mixing

Shape

Space

Nets

Researching

Manipulating malleables Joining methods

Structures

Mechanisms

Materials

Electrical knowledge

Nutrition

Plan

Design

Critique

Colour

Pattern

Texture

Imagining

Reasoning

Designing

Imitation

Innovation

Enterprise

Evaluating

Analysing

Invent

Create

Experiment

Researching

Selecting appropriate tools and media

Sustainability

Cultural

Language

 

History

Craft workers

Designers

Architects

Cultural trends

Tradition

Industry

Print

Perspective

Landscape

Portrait

Construction

Characteristics

Proportion

Technical aspects

Proportion

Prototype

Mock ups

Product

Consumer

Plan

Design

Critique

Structures

 

What are the key Design and Technology subject discipline skills?

 

  • Children can experiment, invent and create their own works of design and technology.
  • Children can think critically and develop a more rigorous understanding of design.
  • Children know how design technology reflects and shapes our history and contributes to the culture, creativity and wealth of our nation.
  • Children can produce creative work, exploring their ideas and recording their experiences.
  • Children are proficient in researching, designing, creating and evaluating products.
  • Children can evaluate and analyse creative works using the language of design technology.
  • Children develop their technical knowledge applying their understanding.
  • Children are taught to cook and apply their principles of nutrition and healthy eating.

 

How does St. Peter’s ensure progression in our key knowledge and concepts in Design and Technology?

 

  • The curriculum identifies points where comparisons can be made.
  • Key concepts are revisited year on year to consolidate pupils understanding.
  • Knowledge that is taught builds on prior learning and is therefore more in-depth.
  • Increasing complexity of subject-specific language and precision is expected.
  • Children are able to make comparisons between different artists, designers and craft makers that have been studied.
  • Children will develop their understanding and use of the language of design technology.
  • Children will be able to think critically and develop a more rigorous understanding of design technology.
  •  

How do we know our children have made progress?

 

End points

FS children can:

  • Use what they have learnt about media and materials in original ways, thinking about uses and purposes.
  • Represent their own ideas, thoughts and feelings through design and technology.
  • Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
  • Handle equipment and tools effectively.
  • Talk about the importance of good health through physical exercise and a healthy diet, and talk about ways to keep healthy and safe. Manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

 

End points

KS1 children can:

  • Understand the basic principles of a healthy and varied diet to prepare dishes.
  • Understand where food comes from.
  • Design purposeful, functional, appealing products for themselves and other users based on a design criteria.
  • Generate, develop, model and communicate their ideas through talking, drawing, templates, mock ups and, where appropriate, information and communication technology.
  • Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.
  • Explore and evaluate a range of existing products.
  • Evaluate their ideas and products against design criteria.
  • Build structures, exploring how they can be made stronger, stiffer and more stable.
  • Explore and use mechanisms (e.g. levers, sliders, wheels and axles) in their products.

 

End points

Year 6 children can:

  • 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.
  • Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals and groups.
  • Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.
  • Select from and use a wider range of tools and equipment to perform practical tasks.
  • 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.
  • 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.
  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures.
  • Understand and use mechanical systems in their products (e.g. gears, pulleys, cams, levers and linkages).
  • Understand and use electrical systems in their products (e.g. bulbs, buzzers, motors).
  • Apply their understanding of computing to program, monitor and control their products.

 

In Design and Technology lessons, as in all aspects of the curriculum, children are true to their faith.

This can be summarised through one line taken from our Mission Statement:

‘We are happy when we do our best in our work and play’.

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