Design and Technology
He has filled them with skill to do all kinds of work as engravers, designers, embroiderers in blue, purple and scarlet yarn and fine linen, and weavers – all of them skilled workers and designers. Exodus 35:35
Intent
Design and Technology is an inspiring and practical subject. It encourages children to learn to think and be creatively when solving problems both as individuals and as members of a team. At SJS, we encourage children to use their creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. We aim to, wherever possible, link work to other disciplines such as mathematics, science, engineering, computing and art. The children are also given opportunities to reflect upon and evaluate past and present design technology, its uses and its effectiveness and are encouraged to become innovators and risk-takers.
Implementation
All pupils access the Design and Technology curriculum at SJS. In the EYFS, as for Art and Design, children are encouraged to investigate different tools, materials and techniques, exploring how media can be combined to create different outcomes and develop a range of skills and techniques as they construct and share their creations, explaining the processes they have used. Children are given daily access to a range of creative opportunities and enjoy our carefully planned and well-resourced creative areas both indoors and out. Children are encouraged to create on both small and large scales and our outdoor environment supports this well. Specific Design and Technology lessons occur either weekly or as Design Technology days, which give a longer period of time to work through a project without interruption. Curriculum Maestro knowledge rich companion projects are used to support planning, ensuring a spiral curriculum focused on the key elements of design, structures, mechanisms, electrical control and a range of materials, including food and associated healthy eating. All units start with exploration of existing designs before pupils move on to planning and innovating their own ideas ready to express them in a final piece at the end of the project. Pupils are supported to evaluate their work as they progress through the stages of the project, making adaptations and alterations as appropriate. Design and Technology is an excellent way to develop collaboration and often projects are completed as part of a partnership or with parental support during open classroom sessions.
Key Stage 1
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
Key Stage 2
Design
• 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
• generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Make
• select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
• select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Evaluate
• investigate and analyse a range of existing products
• evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
• understand how key events and individuals in design and technology have helped shape the world
Technical knowledge
• apply their understanding of how to strengthen, stiffen and reinforce more complex structures
• understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
• understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
• apply their understanding of computing to program, monitor and control their products
Impact
We ensure the children:
• Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
• 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 and critique, evaluate and test their ideas and products and the work of others.
• Understand and apply the principles of nutrition and learn how to cook. Children will design and make a range of products. A good quality finish will be expected in all design and activities made appropriate to the age and ability of the child.
Children 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.
The impact of the Design and Technology curriculum is monitored regularly by the D&T subject leader through pupil discussion, samples of work and discussion with teachers. The impact of individual lessons are monitored by teachers in a variety of ways including end of lesson reflection in line with the school’s feedback policy and on-going formative assessment. Whole school show cases are displayed at the end of each unit to celebrate achievement across the school.
Early Years
Our curriculum begins in the Early Years where children will:
• Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function
• Share their creations, explaining the process they have used
• Make use of props and materials when role playing characters in narratives and stories
• Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases
• Use a range of small tools, including scissors, paint brushes and cutlery
• Begin to show accuracy and care when drawing
This will be achieved through:
• Exploring the learning environment, both inside and out
• Targeted activities to develop fine motor skills
• Mark making opportunities
• High quality resources being readily available
• Listening to stories and reading high quality picture books
• Role playing
• Skills-based learning
Inclusion
Equal Opportunities:
We plan our classroom activities to challenge and involve all pupils appropriately, according to age and capability, ethnic diversity, gender and language background
- We are aware of different learning styles and the need to allow pupils to be able to work in their preferred learning styles for some of the time
- We use materials for teaching which avoid stereo-typing, and bias, towards race, gender, role or disability
- We deal with such issues clearly and sensitively when they arise
Adaption
Children with special educational needs or disabilities will be differentiated for and supported appropriately, to ensure development of skills and equal access to the art curriculum. All children will be supported through differentiation, adaptation or adult support, to enable equal access to learning in Design and Technology. Children will study and experience a range of artists and cultures that reflect the diversity of our school, locality and wider communities.
Skills Progression
Using Curriculum Maestro our curriculum includes a robust skills and knowledge progression framework, which sets out clear end-of-year expectations for every subject. These expectations are age-related and linked to specific activities, making tracking progress, identifying children’s individual needs, and planning targeted next steps effective and informative.