Design Technology


Intent, Implementation

+ Impact Statement

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Design Technology


Intent, Implementation

+ Impact Statement

View document

National Curriculum in England

View document

Long term plan

View document

Design Technology Stages

1. Investigate​

Children investigate, analyse and evaluate

familiar products. Children deconstructed

products to analyse how they are made. 


Design Technology


Intent, Implementation

+ Impact Statement

View document

National Curriculum in England

View document

Long term plan

View document

Design Technology Stages

1. Investigate​

Children investigate, analyse and evaluate familiar products.

Children deconstructed products to analyse how they are made. 


National Curriculum in England

View document

Long term plan

View document

Design Technology Stages

1. Investigate​

Children investigate, analyse and evaluate familiar products. Children deconstructed products to analyse how they are made. 


2. Focused Practical Task​

Children are taught the specific practical

skills needed to make their final product.

This ensures children are aware of

what is ‘possible’ when designing. ​

​

KS1 - 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.​

​

KS2 - 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.


2. Focused Practical Task​

 Children are taught the specific practical skills needed to make their final product.

This ensures children are aware of what is ‘possible’ when designing. ​

​

KS1 - 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.​

​

KS2 - 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.


2. Focused Practical Task​

 Children are taught the specific practical skills needed to make their final product.

This ensures children are aware of what is ‘possible’ when designing. ​

​

KS1 - 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.​

​

KS2 - 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.


3. Design​

KS1 – 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 and mock-ups.​

​

LKS2 - 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

and annotated sketches. ​

​

UKS2 - 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.


3. Design​

KS1 – 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 and mock-ups.​

​

LKS2 - 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 and annotated Sketches. ​

​

UKS2 - 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.


3. Design​

KS1 – 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 and mock-ups.​

​

LKS2 - 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 and annotated Sketches. ​

​

UKS2 - 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.


4. Make​

KS1 - 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. ​

​

LKS2 - Children use a wider range of tools

and equipment to cut, shape,

join and finish products.

Children select from and use a wider

range of materials and components,

including construction materials,

textiles and ingredients. ​

​

UKS2 - Children use a wider range of tools

and equipment accurately

to cut, shape, join and finish products.

Children 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


4. Make​

KS1 - 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. ​

​

LKS2 - Children use a wider range of tools and equipment to cut, shape, join and finish products.

Children select from and use a wider range of materials and components,

including construction materials, textiles and ingredients. ​

​

UKS2 - Children use a wider range of tools and equipment accurately

to cut, shape, join and finish products.

Children 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


4. Make​

KS1 - 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. ​

​

LKS2 - Children use a wider range of tools and equipment to cut, shape, join and finish products.

Children select from and use a wider range of materials and components, including construction materials, textiles and ingredients. ​

​

UKS2 - Children use a wider range of tools and equipment accurately to cut, shape, join and finish products.

Children 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


5. Evaluate​

KS1 - Evaluate their ideas and products

against design criteria.​

​

KS2 - 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.

5. Evaluate​

KS1 - Evaluate their ideas and products against design criteria.​

​

KS2 - 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.

5. Evaluate​

KS1 - Evaluate their ideas and products against design criteria.​

​

KS2 - 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.

Food Technology

What We Learn​

KS1 – Children are taught the basic principles of a healthy and varied diet

and to prepare dishes.

Children are taught where food comes from and seasonality. ​

​

KS2 - Children are taught to understand

and apply the principles

of a healthy and varied diet.

Children are taught to prepare and cook

a variety of predominantly savoury dishes

using a range of cooking techniques.

They are also taught to understand

seasonality and know where and how

a variety of ingredients are grown, reared,

caught and processed.


What We Learn​

KS1 – Children are taught the basic principles of a healthy and varied diet and to prepare dishes.

Children are taught where food comes from and seasonality. ​

​

KS2 - Children are taught to understand and apply the principles of a healthy and varied diet.

Children are taught to prepare and cook a variety of predominantly savoury dishes

using a range of cooking techniques.

They are also taught to understand seasonality and know where and how

a variety of ingredients are grown, reared, caught and processed.

What We Learn​

KS1 – Children are taught the basic principles of a healthy and varied diet and to prepare dishes.

Children are taught where food comes from and seasonality. ​

​

KS2 - Children are taught to understand and apply the principles of a healthy and varied diet.

Children are taught to prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.

They are also taught to understand seasonality and know where and how a variety of ingredients

are grown, reared, caught and processed.

What We Make​​

At Whitnash Primary School we ensure

that children get practical

hands-on cooking experience

three times a year using

Bayleaf Cookery School alongside

our skilled members of staff.

We made a range of savoury meals

as well as desserts that can be

enjoyed as a part of

a healthy balanced diet.

  ​

What We Make​​

At Whitnash Primary School we ensure that children get practical

hands-on cooking experience three times a year using

Bayleaf Cookery School alongside our skilled members of staff.

We made a range of savoury meals as well as desserts

that can be enjoyed as a part of a healthy balanced diet.  ​

What We Make​​

At Whitnash Primary School we ensure that children get practical hands-on cooking experience

three times a year using Bayleaf Cookery School alongside our skilled members of staff.

We made a range of savoury meals as well as desserts

that can be enjoyed as a part of a healthy balanced diet.  ​

Who Are Bayleaf

Bayleaf Cookery School

was established in 2013 with a mission

to widen children's food horizons

and get them excited

about food and cookery.

Bayleaf provides recipes and ingredients

for primary schools across

Warwickshire, Solihull and Coventry,

delivering cookery experiences

that spark children's interest,

engage their imagination

and build the foundations

for a lifelong love

of cooking for themselves. ​

​

Bayleaf provides healthy recipes

and fresh ingredients to

Whitnash Primary School

and our skilled staff members

then deliver and teach the children

a wide range of cooking techniques.

At the end of the lesson, each child takes

home a fresh creation to be enjoyed.


Who Are Bayleaf

Bayleaf Cookery School was established in 2013 with a mission

to widen children's food horizons and get them excited about food and cookery.

Bayleaf provides recipes and ingredients for primary schools across

Warwickshire, Solihull and Coventry,

delivering cookery experiences that spark children's interest, engage their imagination

and build the foundations for a lifelong love of cooking for themselves. ​

​

Bayleaf provides healthy recipes and fresh ingredients to Whitnash Primary School

and our skilled staff members then deliver and teach the children

a wide range of cooking techniques.

At the end of the lesson, each child takes home a fresh creation to be enjoyed.

Who Are Bayleaf

Bayleaf Cookery School was established in 2013 with a mission to widen children's food horizons

and get them excited about food and cookery.

Bayleaf provides recipes and ingredients for primary schools across Warwickshire, Solihull and Coventry,

delivering cookery experiences that spark children's interest, engage their imagination

and build the foundations for a lifelong love of cooking for themselves. ​

​

Bayleaf provides healthy recipes and fresh ingredients to Whitnash Primary School and our skilled staff members

then deliver and teach the children a wide range of cooking techniques.

At the end of the lesson, each child takes home a fresh creation to be enjoyed.


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