DT Curriculum Statement

“The role of the designer is that of a good, thoughtful host anticipating the needs of his guests.” –Charles Eames

Curriculum Intent:

At St. Peter’s, we pride ourselves on the outstanding teaching of real design and technology. All children are given the opportunity to design and make products that solve real and relevant problems considered in context. In other words, in every project we are designing something, for somebody, for some purpose. Units of learning follow a consistent and structured approach which ensures that children evaluate existing products, practise related skills, and design and make real products. Great care is taken to ensure that skills are taught in a logical sequence, allowing children to build on skills already learned. In every project, the user is placed firmly at the centre of thinking, allowing children to arrive at an understanding of the designed world and their place within it. Central to our teaching of design and technology is the principle that in working iteratively, all children develop a range of skills and characteristics (including St. Peter’s Learning Skills) which are fundamental to success not only at school but also in life. Our core aims are:

• To be creative and confident designers who have the technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
• To be critical designers who can critique, evaluate and test their ideas and products and the work of others.
• To have a deep well of design knowledge and skills to draw on.
• To be ethical designers who can discuss and debate the positive and negative impacts of design.
• To be informed and capable cooks who understand and can articulate the principles of nutrition.

• To be individuals who recognise and celebrate diversity in the world of design.

Ethics

St. Peter’s strongly believe that the discipline of Design Technology is particularly well positioned to address the teaching of ethics.  Children understand that a designer is first and foremost a human being. Children at St Peters understand that design impacts the people who encounter it; design can either help or hurt. Our children consider the effect of what designers put into the fabric of society considering its environmental and societal impact. At St. Peter’s we judge the value of design based on societal impact, rather than purely aesthetic considerations. An object that is designed to harm people cannot be said to be well-designed, no matter how aesthetically pleasing it might be.

Curriculum Design (Implementation):

Design Technology lessons at St. Peter’s are the foundation upon which children build their understanding of the uses and implications of design, today and for the future.  Underpinning all lessons will be a rigorous focus on developing the knowledge, understanding and skills needed to engage in an iterative process of designing and making. Pupils work in a range of relevant contexts for example, the home, school, leisure, culture, enterprise, industry, and the wider environment. As teachers, we aspire to ensure that the skills taught are transferable throughout their time at St. Peter’s and further into their education.