and apply a repertoire of knowledge, understanding and skills in order to design and build make high-quality prototypes and products for a wide range of users evaluate and test their ideas and products and the work of others critique, and the principles of nutrition and learn how to cook. understand – Key stages 1 3 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 purposeful, functional, appealing products for themselves and other users based on design design criteria develop, model and communicate their ideas through talking, drawing, templates, generate, mock-ups and, where appropriate, information and communication technology Make from and use a range of tools and equipment to perform practical tasks [for example, select cutting, shaping, joining and finishing] from and use a wide range of materials and components, including construction select materials, textiles and ingredients, according to their characteristics Evaluate and evaluate a range of existing products explore their ideas and products against design criteria evaluate Technical knowledge structures, exploring how they can be made stronger, stiffer and more stable build and use mechanisms [for example, levers, sliders, wheels and axles], in their explore products.
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 the principles of nutrition and learn how to cook. Key stages 1 – 3 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.
design__technology_POLICY_Sept_2016_dec_update.docx