EYFS National Expectations 

Expressive Arts and Design (Exploring and Using Media and Materials)

Children safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Expressive Arts and Design (Being Imaginative)

Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

Physical Development (Moving and Handling)

Children handle equipment and tools effectively, including pencils for writing.

KS1 National Expectations 

Design

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.

Make

Pupils should be taught to:

• 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

Pupils should be taught to:

• explore and evaluate a range of existing products;

evaluate their ideas and products against design criteria

Technical Knowledge

Pupils should be taught to:

• 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.

Cooking and Nutrition

Pupils should be taught to:

• use the basic principles of a healthy and varied diet to prepare dishes;

     understand where food comes from.

KS2 National Expectations 

Design

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.

Make

Pupils should be taught to:

• 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

Pupils should be taught to:

• 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

Pupils should be taught to:

• understand and apply the principles of a healthy and varied diet;
• prepare and cook a variety of predominantly savory dishes using a range of cooking techniques;

        understand seasonality, and know where and how a variety of ingredients are grown,     

        reared, caught and processed.

Intent

At Christ the King, Design and Technology offers a coherently planned sequence of lessons to help teachers and pupils ensure they have progressively covered the knowledge, understanding and skills required in the National Curriculum. The Design and Technology units aim to inspire children through a broad range of practical experiences to create innovative designs which solve real and relevant problems within a variety of different contexts. This design process encourages children to identify real and relevant problems, critically evaluate existing products and then take risks and innovate when designing and creating solutions to the problems. As part of the design process, time is built in to reflect, evaluate and improve on prototypes using design criteria throughout to support this process. Opportunities are provided for children to evaluate key events and individuals who have helped shape the world, showing the real impact of design and technology on the wider environment and helping to inspire children to become the next generation of innovators.

Implementation

At Christ the King, Design and Technology skills and understanding are built into lessons. The units allow for the revision of ideas to become part of good practice and ultimately helps to build a depth to children's understanding. Through revisiting and consolidating skills, our lesson plans and resources help children build on prior knowledge alongside introducing new skills, knowledge and challenge. We suggest a specific series of lessons for each key stage, which offer structure and narrative but are by no means to be used exclusively, rather to support planning. The revision and introduction of key vocabulary is built into each lesson. This vocabulary is then included in display materials and additional resources to ensure that children are allowed opportunities to repeat and revise this knowledge. Adult guides and accurate design and technology subject knowledge are always provided within lessons to allow the teacher working in those lessons to feel confident and supported with the skills and knowledge that they are teaching.

Through these lessons, we intend to inspire pupils and practitioners to develop a love of Design and Technology and see how it has helped shaped the ever-evolving technological world they live in.

Impact

The impact of using the full range of resources, including display materials, will be seen across the school with an increase in the profile of Design and Technology. The learning environment across the school will be more consistent with design and technology technical vocabulary displayed, spoken and used by all learners. Whole-school and parental engagement will be improved through the use of design and technology-specific home learning tasks and opportunities suggested in lessons and overviews for wider learning. We want to ensure that Design and Technology is loved by teachers and pupils across school, therefore encouraging them to want to continue building on this wealth of skills and understanding, now and in the future. Impact can also be measured through child-led assessment and key questioning aimed at targeting next steps in learning.