The design and Technology Curriculum will enable children to understand the made world.  This understanding will support their ability to design, make and evaluate.   Children will learn that good design helps people and thoughtful design helps include people who have different needs; for example, people with disability.

This subject area will lend itself to cooperation and collegiate modes of working.  Children will work with a range of tools and materials including resistant, materials.   Children will learn to be designers who carefully consider the needs of end users and fully appreciate the diverse nature of potential end users.

Children will understand how to prepare simple food items safely and will appreciate the importance of healthy lifestyle choices.

Every Yeo Moor Designer will:

• 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.

 Knowledge Choice:

Key stage 1

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 and school, gardens and playgrounds, the local community, industry and the wider environment].

When designing and making, pupils should be taught to:

Design 

• 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 

• 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 

• explore and evaluate a range of existing products
• evaluate their ideas and products against design criteria

Technical knowledge 

• 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:

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 

 End Points:

Children should be confident in aspects of making and design and capable at evaluating products and their design. They should understand the made world from the point of view of a designer and be aware of how good design is inclusive and enabling for all.  Children should be able to make informed comparisons and have the starting points to become decimating consumers who understand sustainability issues very clearly.

 Inspiration: