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OVERVIEW

 

Design and technology lessons provide opportunities for children to work in ways that differ from other subject areas; in ways that support the development of well-rounded children. Design and technology in our school will develop children’s creativity and imagination, as they design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

 

Design and technology prepares pupils to participate in tomorrow’s rapidly changing technologies. They learn to think and intervene creatively to improve quality of life. The subject calls for pupils to become autonomous and creative problem solvers, as individuals and members of a team. They must look for needs, wants and opportunities and respond to them by developing a range of ideas and making products and systems. They combine practical skills with an understanding of aesthetics, social and environmental issues, function and industrial practices. As they do so, they reflect on and evaluate present and past design and technology, its uses and effects. Through design and technology, all pupils can become discriminating and informed users of products, and become innovators.

 

INTENT

 

  1. To provide opportunities for children to share and discuss their subjective opinions about their own work and the work of others in ways that are respectful.
  2. To help pupils develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
  3. To use the programmes of study of the National Curriculum for design technology to underpin teaching and learning.
  4. To enable pupils to design, build and apply their knowledge, understanding and skills to produce high-quality prototypes and products for a wide range of third-party users.
  5. To enable pupils to understand and apply the principles of nutrition and learn how to cook.
  6. To teach pupils how to critique, evaluate and test their ideas and products and the work of others.
  7. To ensure that pupils know about great engineers and designers; both male and female and understand the historical and cultural development of their work.
  8. Place design and technology in a wider context, making it relatable for children by making links to current affairs and popular culture.
  9. To support children in making links between design and technology and their learning in; mathematics,  computing, science and art and design.
  10.  

 

IMPLEMENTATION

 

  1. Allow chances for children to work both alone and collaboratively in an environment where they feel safe taking risks and are not intimidated by ‘getting it wrong’.
  2. To ensure progression in design and technology is mapped effectively across the key stages.
  3. Pupils will 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
  4. They will generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
  5. Pupils will work in a range of relevant contexts, for example; the home and school, gardens and playgrounds, the local community, industry and the wider environment.
  6. They will be provided with opportunities to generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology. They will begin to apply their understanding of computing to program, monitor and control their products.
  7. Pupils will select from and use a range of appropriate safe tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
  8. They will have opportunities to select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics, functional properties and aesthetic qualities. 
  9. Pupils will be given time to explore and evaluate a range of existing products and evaluate their ideas and products against design criteria, including their own design criteria and consider the views of others to improve their work.
  10. They will be given the opportunity to build structures, exploring how they can be made stronger, stiffer and more stable; and use mechanisms [for example, levers, sliders, wheels and axles], in their products.
  11. Knowledge and skills are supported through the implementation of a progressive vocabulary structure, displayed and discussed as appropriate. Children will be encouraged to use this when evaluating their own and others’ work.
  12. To plan our teaching and learning in such a way that we enable each child to access deep learning and reach for the highest level of personal achievement; including the use of a range of strategies to identify gifted and talented children.
  13. Children will learn about the work of a wide range of designers and engineers, describing the differences and similarities between different practices and disciplines. They will be encouraged to make links to designers’ work and their own work, both in their current projects and with their work in previous year groups to build upon prior learning.
  14. Inform children about the design and engineering industries and careers that exist and empower them to pursue STEM opportunities within school and beyond.

 

During their time in this school, children will benefit from a rich, broad and balanced programme of design and technology. Our design and technology curriculum is high quality, well thought out and is planned to demonstrate progression.

 

We focus on progression of knowledge and skills and discreet vocabulary which also form part of the units of work. We measure the impact of our curriculum through the following methods:

  • Assessing children’s understanding of topic linked vocabulary before and after the unit is taught.
  • Summative assessment of pupil discussions about their learning.
  • Images and videos of the children’s practical learning.
  • Interviewing the pupils about their learning (pupil voice).
  • Subject leader monitoring and teacher dialogue where pupil’s work is scrutinised and there is the opportunity for teachers to understand their class’s work and develop curriculum opportunities further.

 

Through a variety of creative and practical activities, pupils will be confident in the knowledge, understanding and skills needed to enable them to engage in an iterative process of designing and making, as they draw on other subjects such as mathematics, science, engineering, computing and art. Pupils will be confident  to take risks, as they develop and become resourceful, innovative, enterprising and capable citizens and they will understand how key events and individuals in design and technology have helped shape the world.

 

 

 

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