1. Design and Technology 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. ( The 2014 Primary National Curriculum in England, DfE) Purpose of study

2. Aims To develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world. To 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. To critique, evaluate and test their ideas and products and the work of others. To understand and apply the principles of nutrition and learn how to cook.

3. Cooking and nutrition As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils, will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. (DfE, 2013)

4. Pupils should be taught to: Key Stage 1 Use the basic principles of a healthy and varied diet to prepare dishes Understand where food comes from. (Science link) Key Stage 2 Understand and apply the principles of a healthy diet (Science link) Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques. Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. (Geography link)

5. The Material Areas Design and Technology is still divided into FOUR material areas: 1.Food 2.Textiles 3.Sheet Materials - 2D 4.Construction - 3D Children in both Key Stages will have opportunities to: DESIGNMAKEEVALUATE within each of these FOUR Material Areas.

6. Through a range 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: KS1- home and school, gardens and playgrounds, the local community, industry and the wider environment. KS2- home and school, leisure, culture, enterprise, industry and the wider environment.

7. Problem Solving and Risk Taking There needs to be a shift from the ‘Blue Peter’ type lesson, where exact instructions are given and all pupils copy the teacher’s example. Of course, there remains a need for pupils to be taught specific skills, especially in KS1, such as measuring, cutting and joining but these should be practised in Focused Practical Tasks prior to beginning the Design and Make Assignment.  Simply choosing the colour of felt or hair in a pre- punched puppet template is NOT DESIGN technology. There should not be 30 identical puppets on the wall!  Designing and making an Anderson shelter is NOT DESIGN Technology. Anderson shelters have already been designed! This may well be an activity that develops skills in making.

8. The iterative process Test Formalise Evaluate GeneraliseRevise

9. “Design and Technology is about making things that people want and that work well. Creating things is hugely exciting; it is an inventive, fun activity.” James Dyson, Chairman Dyson Ltd