Design & Technology

Intent

We believe that through DT, children will have the opportunity to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs and wants. They will acquire a range of practical life skills such as cutting, folding, strengthening and joining accurately.  Pupils will develop the ability to plan ahead, find creative solutions to practical problems and adapt when things don’t go to plan. The attitudes and attributed they have learnt in DT will give them the tools to become resourceful, innovative, enterprising and capable citizens.

Through the DT food units, children will develop a wholesome, open-minded approach to food and begin to acquire the skills to prepare healthy meals for themselves and others.

 

Implementation

A comprehensive progression map developed using resources form Chris Quigley and the National Curriculum show full coverage of the skills to be taught in each year group and the materials to be used.  The Design and Technology subject lead has used this progression map to plan the units of work for all year groups.

Design Technology is taught termly blocks. Each block is a standalone design project, which builds on previous learning.  Every unit of work will give children the opportunity to design, make, evaluate and learn new technical skills.  Some units also give the children the opportunity to evaluate past and present design and technology in order to develop a critical understanding of its impact on daily life and the wider world.

Progress across year groups is ensured by following the progression map. Technical skills such as cutting, joining, folding and sewing are taught progressively, systematically and explicitly. Various materials, components and mechanisms are introduced at appropriate age points.   The designing and evaluation processes become more comprehensive and less scaffolded as children move though the school.

It is important that children have the vocabulary to explain ideas, processes and mechanisms.  All children are exposed to and encouraged to use the correct technical vocabulary.  This is provided by definitions and diagrams in the knowledge notes and reinforced in explanations, instructions and marking.

The skills learn in DT are applicable to many other curriculum areas and vice versa.  Children should be reminded of the specific techniques learnt in DT when using skills such as cutting or folding in other curriculum areas.  Connections to science learning should be made whenever possible, including links to properties of materials, forces and electricity.  Mathematical knowledge is often applicable to DT, such as the ability to accurately measure and mark out.  Several units specify that computers are used for control or design purposes. Where ever possible, the children should be praised for creativity, suggesting solutions to unforeseen problems, resilience, perseverance and cooperation.

 

Impact

  • Pupil book study shows that pupils are confident and able to talk about what they have learnt in DT using subject specific vocabulary.
  • Pupils enjoy DT and are able to recall their learning over time.
  • Pupil’s work demonstrates that DT is taught at an age appropriate standard across each year group.
  • Assessments are recorded and monitored after each unit and analysed.
  • Evidence of work is of a good standard and demonstrates pupils are acquiring knowledge, skills and vocabulary in an appropriate sequence.