Design and Technology

We kindly ask you to complete the survey on here, which children can complete at home, about their DT lessons at Short Heath.
http://shortheath.surveys.schooljotter2.com/surveys/page/DHCLJG

 

The national curriculum for design and technology 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
- build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
- 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.
 

At Short Heath, Design & Technology is taught in a cross-curricular way through our Creative Curriculum. We believe that this makes learning more purposeful and allows children to make links in their learning between different subjects.
We have developed a whole school progression of skills in these subjects which ensure that children make good progress in their understanding of the content of their curriculum and their ability to apply their developing skills in a range of contexts.

Purpose of study
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, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they 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.
 

Aims
The national curriculum for design and technology 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
build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
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.

Attainment targets
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Schools are not required by law to teach the example content in [square brackets].

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:
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

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.

 

Download: PRIMARY D&T Curriculum:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239041/PRIMARY_national_curriculum_-_Design_and_technology.pdf 

Useful websites:


Here is a lovely website for children, including some great video clips they can watch at home. http://www.bbc.co.uk/education/subjects/zyr9wmn


Alternative technologies -http://www.cat.org.uk/index.html
The Centre for Alternative Technologies considers the environmental approach to technology.
CAD/CAM in Schools - http://www.cadinschools.org/
Site promoting the government initiative to ensure all UK secondary schools have access to CAD/CAM facilities. Offers licensing and training courses for Prodesktop, ArtCam and Speedstep software. Includes a showcase showing off pupils' achievements.
Cool Text - https://cooltext.com/
From glitzy logos to funky fonts, cooltext provides a selection of free design tools for students working on design and packaging skills, and teachers preparing course material.
D & T Online - http://wiki.dtonline.org/index.php/Main_Page
A collaboration between a number of professional agencies. Glossaries and advice sit alongside interactive materials such as the PCB builder which allows students to construct circuit boards. The packaging designer is also good.
The Design and Technology Association - https://www.data.org.uk/
Publications, resources, information on the association's CAD/CAM initiative, and a chance to join an informal network of educators interested in the values of D&T education. You'll also find details on training and professional development, and a useful primary section with dedicated projects and resources.
Food and Drink Federation websites:
Foodlink - http://www.fdf.org.uk/
Foodfitness - http://www.fdf.org.uk/
Foodfuture - http://www.fdf.org.uk/
All three of these sites are produced by the FDF, and all offer balanced and intelligent perspectives on food safety (Foodlink), healthy eating (Foodfitness) and the GM debate (Foodfuture).
Food Technology - http://www.foodtech.org.uk/
A comprehensive examination of all aspects of food technology for key stage four students and teachers, including food science, processes, business, and ICT in product development and manufacturing. Offers online analytical tools, direct links with industry professionals and case studies supported by video clips.
How stuff works - http://www.howstuffworks.com/
Detailed information on the workings of a huge range of products and inventions. Useful from Key Stage 2 and upwards.
IDEERS eathquake engineering competition - http://www.ideers.bris.ac.uk/comp/comp_home.html
Developed by the Earthquake Engineering Research Centre at Bristol University, IDEERS - Introducing and Demonstrating Earthquake Engineering Research in Schools - includes a competition to make models of earthquake-resistant structures.
Formula 1 in Schools technology challenge - http://www.f1inschools.com/
The F1 Challenge involves designing and building a model racing car and competing with schools around the country.
Mechanical toys - http://mechanical-toys.com/
Devoted to creating mechanically or kinetically powered toys, this site puts rubber bands, springs, flywheels and gravity to good use. Great activities.
Technology teaching ideas - http://www.teachingideas.co.uk/subjects/dt
A short list of ideas for classroom-based technology lessons. Some good suggestions, but there aren't really enough of them.