Design and Technology

WELCOME TO THE DESIGN AND TECHNOLOGY PAGE

Miss C Jones - Design and Technology Subject Adviser

                

My name is Miss Jones and I am a Year 4 teacher at St. Bede’s. I was fortunate enough to complete my teacher training here last year and I am incredibly honoured to begin my career as a teacher at this wonderful school.

I graduated from the University of Sheffield with a degree in Law and started work as a Paralegal. I realised that this wasn’t the career for me and went on to study a PGCE in Primary Education at the University of Chester. This was the best decision I made and I have never looked back.

I thoroughly enjoy teaching at St. Bede’s! The staff and pupils have made me feel extremely welcome and part of the family. I am excited to immerse myself into the St. Bede’s community and take every opportunity which comes my way! I hope that I can inspire all the children that I teach this year and for many more years to come.

I thoroughly enjoy Design and Technology and enjoy leading this inventive and creative curriculum area. Our exciting curriculum ensures that children are motivated and enthused to take part in the design and make process. 

If you have any questions about design and technology at St. Bede's, please click HERE.

Below, I have attached some great links to use at home with your children. Additionally, I have detailed the intentions of Design and Technology at school below, how we implement our intentions and the impacts this will have on our pupils.

Thank you for visiting the Design and Technology Faculty Page!
 

             

 STEM Activities                 BBC Bitesize                 Science Buddies            

INTENT

Design and Technology is a foundation subject in the National Curriculum.  The fundamental skills, knowledge and concepts of the subject are set out in the programme of study which identifies key aspects in which the pupils make progress.  Our aims in teaching Design and Technology are:

  • To present design technology as a creative and intriguing process in which the children are encouraged to use their own initiative, imagination, reasoning and critical thinking skills within their independent learning;
  • Children are able to appreciate the relevance of design technology within our society and regard it as an essential subject in teaching them to design, make and evaluate products of their own;
  • Children receive equal opportunity to develop, plan and communicate their ideas, working both independently and collaboratively;
  • Children have the opportunity to develop their practical skills to work with a wide range of materials and components, in a safe and secure environment;
  • To develop their understanding of electrical components, control systems, mechanisms and structures while understanding and applying the fundamental principles of design, make and evaluate as a process.

 

Through the promotion and delivery of design technology, children will be able to develop other core skills, such as;

  • speaking  and listening opportunities through exchanging ideas, recording and evaluating their work and working collaboratively with their peers;
  • application of number, through measuring, collecting data and recording;
  • use of ICT through researching, preparing and making of their products as children work on the development ideas;
  • improving learning performance, through carrying out focused practical tasks and evaluating the design and making process;
  • problem solving, through dealing with conflicting requirements and considering alternatives

IMPLEMENTATION

Sets of lessons take the same format in each year group so the children are repeatedly covering design and evaluation objectives, therefore achieving depth in learning.

Begin each termly set of lessons by Investigating and analysing existing products relating to their design brief. Carrying out testing and designing process and then clear evaluation.

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

All staff to participate in whole school Food Technology day to ensure that all year groups are meeting the national curriculum objective. Planned with progression to ensure that all years are completing a cycle of design, make and evaluate on that day whilst using and applying the principles of a healthy and varied diet.

Engage pupils in local design technology competition, Homes for the Future. Pupils design, make and evaluate their ideas for the Homes of the Future run by Liverpool Council. This will be run in an after school club for pupils in Year 5 and 6.

IMPACT

The impact of these things is that pupils will leave our school with a greater appreciation of the process behind designing and creating some of the products which they use each day.

Assessment is an integral part of teaching and learning.  We use the National Curriculum age related expectations as a basis for teacher assessment.  The assessment enables learners to be wholly involved in the process and to discuss their understanding and learning with the teacher.  By using assessment, the teacher and learner can obtain a better picture of what the learner knows, understands and can do and what they need to do in order to progress further.  At St Bede’s we also place importance on effective questioning as a means of clarifying understanding and we use a range of Assessment for Learning strategies to further involve the children in their own learning. Attainment and progression is reported to children and parents/carers bi-annually through meetings and annually through a written report.

Homes of the Future

The Homes of the Future competition was a fun and hands-on activity for pupils in years 5 and 6 in the 2019-20 academic year to consider what future homes should look and feel like. The aim of this club was to highlight and encourage awareness amongst children and young people of the issues associated with good design processes and how these are connected with thinking about the environment, sustainability, low carbon and inclusivity. The competition, run by Liverpool City Region, was a great success and the children were so engaged.

Pupils were encouraged to think about important issues in their environment, how they like their spaces to feel, different types of materials, what activities they think are important and more. They then transformed these ideas into annotated sketches and 3D models, these were then evaluated and thought about the ideas.

     

 

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