Design and Technology

Design and Technology

“Strive for perfection in everything you do. Take the best that exists and make it better. When it does not exist, design it.”
—Sir Henry Royce, English engineer and car designer

School Intent

At South Petherton C of E VA Infants and Pre-School, it is our intent to teach the children a skills-based Design Technology curriculum. We plan for inspiring, engaging and relevant sequential sessions. We intend for all children to acquire appropriate subject knowledge, skills and understanding as set out in the National Curriculum and EYFS. It is our aim to create strong transferable skills and knowledge that can be applied to other subjects. We want Design and Technology to; prepare our children, give them the opportunities, responsibilities, and experiences they need to be successful in later life.

EYFS Statutory Educational programme

Expressive Arts and Design:

The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.

National Curriculum purpose of study

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. 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.

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.

Implementation

Design and Technology is a crucial part of school life and learning and it is for this reason that as a school we are dedicated to the teaching and delivery of a high-quality Design and Technology curriculum. This is implemented through:

A well thought out, whole school, two yearly overview of the DT curriculum which allows for progression across year groups in all areas of DT (textiles, mechanisms, structures, food)
Well resourced, planned and sequenced projects, providing children with a hands-on and enriching experience
A range of skills being taught ensuring that children are aware of health and safety issues related to the tasks undertaken
Teachers being given support by the co-ordinator, but also ownership and flexibility to be responsive the cohorts need.
Addressing the principles of designing, making, and evaluating and incorporating relevant technical knowledge and understanding in units of work.
Pupils being introduced to specific designers, chefs, architects, to build an appreciation of human creativity and achievement and increase the cultural capital from which they can draw upon in the future.
Gardening sessions and growing our own food in our school grounds allows children to learn about where our food comes from and the importance of a balanced, healthy and varied diet. This also links with our Science curriculum and JIGSAW PSHCE.

Impact

Children will have clear enjoyment and confidence in Design and Technology, that they will then apply to other areas of the curriculum. Pupils will develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world. They will gain a good foundation of early knowledge and skills to see them equipped to take on further learning at Key Stage 2. Pupil’s skills and knowledge are noted by the class teacher on planning where appropriate. This can them be used to inform the Design and Technology coordinator of any further areas for curriculum development, pupil support and/or training requirements for staff.

Skills and Knowledge progression

Design Technology	EYFS	Year 1	Year 2	End of KS expectations
Design	Select appropriate resources Use gestures, talking and arrangements of materials and components to show design Use contexts set by the teacher and myself Use language of designing and making (join, build, shape, longer, shorter, heavier etc.)	have own ideas explain what I want to do explain what my product is for, and how it will work use pictures and words to plan, begin to use models design a product for myself following design criteria research similar existing products	have own plan on what to do next and describe how I may do it explain purpose of product, how it will work and how it will be suitable for the user describe design using pictures, words, models, diagrams, begin to use ICT design products for myself and others following design criteria choose best tools and materials, and explain choices use knowledge of existing products to produce ideas	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	Construct with a purpose, using a variety of resources Use simple tools and techniques Build / construct with a wide range of objects Select tools & techniques to shape, assemble and join Replicate structures with materials / components Discuss how to make an activity safe and hygienic Record experiences by drawing, writing, voice recording Understand different media can be combined for a purpose	explain what I’m making and consider what I need to do next select tools/equipment to cut, shape, join, finish and explain choices measure, mark out, cut and shape, with support choose suitable materials and explain choices try to use finishing techniques to make product look good work in a safe and hygienic manner	explain what I am making and why it fits the purpose make suggestions as to what I need to do next. join materials/components together in different ways measure, mark out, cut and shape materials and components, with support. describe which tools I’m using and why choose suitable materials and explain choices depending on characteristics. use finishing techniques to make product look good *work safely and hygienically	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	Adapt work if necessary *Dismantle, examine, talk about existing objects/structures Consider and manage some risks Talk about how things work Look at similarities and differences between existing objects / materials / tools	talk about my work, linking it to what I was asked to do talk about existing products considering: use, materials, how they work, audience, where they might be used and say what is and isn’t good talk about things that other people have made and what could make product better	describe what went well, thinking about design criteria talk about existing products considering: use, materials, how they work, audience, where they might be used; express personal opinion evaluate how good existing products are talk about what I would do differently if I were to do it again and why	Explore and evaluate a range of existing products *Evaluate their ideas and products against design criteria
Technical knowledge - materials/structures	Build and make with a variety of materials- large and small scale Understand the terms stable, structure, strength	begin to measure and join materials, with some support describe differences in materials suggest ways to make material/product stronger	measure materials accurately describe some different characteristics of materials use joining, rolling or folding to make it stronger use own ideas to try to make product stronger	Build structures, exploring how they can be made stronger, stiffer and more stable
Technical knowledge - mechanisms	Make props or models that incorporate slots. Use materials that allow a model/picture to move	begin to use levers or slides begin to understand how to use wheels and axles	use levers or slides Use wheels and axels in structures	Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.
Technical knowledge - textiles	Have experience of cutting, joining and making with different fabrics and materials.	measure, cut and join textiles to make a product, with some support choose suitable textiles for purpose	measure textiles join textiles together to make a product, and explain how I did it carefully cut textiles to produce accurate pieces explain choices of textile	Use textiles in a purposeful way confidently and accurately. Choose appropriate textiles for the product
Technical knowledge - Food and nutrition	Begin to understand some food preparation tools, techniques and processes Practise stirring, mixing, pouring, blending, chopping, peeling Discuss how to make an activity safe and hygienic Understand need for variety in food that contributes to good health	describe textures wash hands & clean surfaces think of interesting ways to decorate food say where some foods come from, (i.e. plant or animal) describe differences between some food groups (i.e. sweet, vegetable etc.) discuss how fruit and vegetables are healthy cut, peel and grate safely, with support	explain hygiene and keep a hygienic kitchen describe properties of ingredients and importance of varied diet say where food comes from (animal, underground etc.) describe how food is farmed, home-grown, caught draw eat well plate; explain there are groups of food describe “five a day” cut, peel and grate with increasing confidence	Use the basic principles of a healthy and varied diet to prepare dishes Understand where food comes from.

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