Design & Technology
Design & Technology Intent
‘The curriculum is the means by which we ensure that all our children get their fair share of the rich cultural inheritance our world affords. A good curriculum empowers children with the knowledge they are entitled to: knowledge that will nourish both them and the society of which they are members’ – Clare Sealy
At Hapton School, we will provide our children with irresistible learning experiences that allows them to see the amazing and surprising ways that Design & Technology is used not only in our homes and communities but in the world.
We will ensure that our curriculum meets the needs of our children at Hapton School and gives them the knowledge, skills, attitudes and aspirations in Design & Technology that they can take with them through life. To fulfil our mission statement to provide a vibrant, caring, Christian environment with a happy, friendly and calm atmosphere in which children and staff can live and work together. To always aim for standards of excellence in teaching, learning and caring for each other.
To ensure that each child grows into the best young person he or she is capable of becoming and that each member of staff develops their full professional potential.
For our school to be an extension of good family life and within our 'school family', each unique individual to be respected and valued.
To meet the aims and requirements of the Early Years Statutory Framework and the Programmes of Study in the National Curriculum as outlined here:
The Early Years Statutory Framework
Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
The National Curriculum for Design & Technology aims to ensure that all pupils in Key Stage 1:
Through a variety of creative and practical activities, 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 context.
When designing and making, pupils should be taught to:
- 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
- select from and use a range of tools and equipment to perform practical tasks.
- 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 [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:
- 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
- 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
- investigate and analyse a range of existing product
- 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 [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.
Currently, the teachers use the Lancashire Planning Documents to support them in breaking down the National Curriculum requirements so that they can plan for units of work in a manageable way. However, in identifying that we want to inspire and equip our children in knowledge and skills, we will develop our curriculum to also meet the specific needs of our children at Hapton School. We will explore how visitors to school can be used to enrich the curriculum and as a staff, we will develop our own knowledge and skills through whole school training and other means of CPD so that we are confident in knowing that we are delivering high quality teaching and learning in Design & Technology.
A love and passion for the subject of Design & Technology will be evident in school through adults and children alike. Design & Technology will be delivered through a curriculum which continues to meet the requirements of the NC but is also developed to fulfil the needs of our children at Hapton School. The teaching of Design & Technology in school will inspire and provide the children with knowledge, understanding and skills that stick with them and that they can take with them throughout their lives.