Design and technology is an inspiring, rigorous and practical subject. At D’Eyncourt, using creativity and imagination, pupils will 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 will acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils will 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 national curriculum for design and technology aims to ensure that all pupils:
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
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.
In 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.
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.
In Key Stage 2:
Through a variety of creative and practical activities, pupils will be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They will work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment].
When designing and making, pupils will be taught to:
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.
Cooking and nutrition
As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.
Key stage 1
use the basic principles of a healthy and varied diet to prepare dishes
understand where food comes from.
Key stage 2
understand and apply the principles of a healthy and varied diet
prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
To understand that different media can be combined to create new effects.
To manipulate materials to achieve a planned effect.
To construct with a purpose in mind, using a variety of resources.
To use simple tools and techniques competently and appropriately.
To select appropriate resources and adapt work where necessary.
To select tools and techniques needed to shape, assemble and join materials they are using.
To create simple representations of events, people and objects.To choose particular colours to use for a purpose.
ELG
To safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
To use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories
Developing, planning and communicating ideas
Draw on their own experience to help generate ideas
Suggest ideas and explain what they are going to do
Identify a target group for what they intend to design and make
Model their ideas in card and paper
Develop their design ideas applying findings from their earlier research
Generate ideas by drawing on their own and other people’s experiences
Develop their design ideas through discussion, observation , drawing and modelling
Identify a purpose for what they intend to design and make
Identify simple design criteria
Make simple drawings and label parts
Generate ideas for an item, considering its purpose and the user/s
Identify a purpose and establish criteria for a successful product.
Plan the order of their work before starting
Explore, develop and communicate design proposals by modelling ideas
Make drawings with labels when designing
Generate ideas, considering the purposes for which they are designing
Make labelled drawings from different views showing specific features
Develop a clear idea of what has to be done, planning how to use materials, equipment and processes, and suggesting alternative methods of making, if the first attempts fail
Evaluate products and identify criteria that can be used for their own designs
Generate ideas through brainstorming and identify a purpose for their product
Draw up a specification for their design
Develop a clear idea of what has to be done, planning how to use materials, equipment and processes, and suggesting alternative methods of making if the first attempts fail
Use results of investigations, information sources, including ICT when developing design ideas
Communicate their ideas through detailed labelled drawings
Develop a design specification
Explore, develop and communicate aspects of their design proposals by modelling their ideas in a variety of ways
Plan the order of their work, choosing appropriate materials, tools and techniques
Physical development – 40-60 months
To use simple tools to effect changes to materials.
To handle tools, objects, construction and malleable materials safely and with increasing control.
To show understanding of the need for safety when tackling new challenges and consider and manage some risks.
To show understanding of how to transport and store equipment safely.
To practise some appropriate safety measures without direct supervision.
ELG
To handle equipment and tools effectively, including pencils for writing.
Understanding the world
To show an interest in technological toys with knobs or pulleys, or real objects.
To show skill in making toys work by pressing parts or lifting • flaps to achieve effects, such as sound, movements or new images.
Working with tools, equipment, materials and components to make quality products (inc
Make their design using appropriate techniques
With help measure, mark out, cut and shape a range of materials
Use tools eg scissors and a hole punch safely
Assemble, join and combine materials and components together using a variety of temporary methods e.g. glues or masking tape
Select and use appropriate fruits and vegetables, processes and tools
Use basic food handling, hygienic practices and personal hygiene
Use simple finishing techniques to improve the appearance of their product
Begin to select tools and materials; use vocab’ to name and describe them
Measure, cut and score with some accuracy
Use hand tools safely and appropriately
Assemble, join and combine materials in order to make a product
Cut, shape and join fabric to make a simple garment. Use basic sewing techniques
Follow safe procedures for food safety and hygiene
Choose and use appropriate finishing techniques
Select tools and techniques for making their product
Measure, mark out, cut, score and assemble components with more accuracy
Work safely and accurately with a range of simple tools
Think about their ideas as they make progress and be willing to change things if this helps them improve their work
Measure, tape or pin, cut and join fabric with some accuracy
Demonstrate hygienic food preparation and storage
Use finishing techniques to strengthen and improve the appearance of their product using a range of equipment including ICT
Select appropriate tools and techniques for making their product
Measure, mark out, cut and shape a range of materials, using appropriate tools, equipment and techniques
Join and combine materials and components accurately in temporary and permanent ways
Sew using a range of different stitches, weave and knit
Measure, tape or pin, cut and join fabric with some accuracy
Use simple graphical communication techniques
Select appropriate materials, tools and techniques
Measure and mark out accurately
Use skills in using different tools and equipment safely and accurately
Weigh and measure accurately (time, dry ingredients, liquids)
Apply the rules for basic food hygiene and other safe practices e.g. hazards relating to the use of ovens
Cut and join with accuracy to ensure a good quality finish to the product
Select appropriate tools, materials, components and techniques
Assemble components make working models
Use tools safely and accurately
Construct products using permanent joining techniques
Make modifications as they go along
Pin, sew and stitch materials together to create a product
Achieve a quality product
Evaluating processes and products
Evaluate their product by discussing how well it works in relation to the purpose
Evaluate their products as they are developed, identifying strengths and possible changes they might make
Evaluate their product by asking questions about what they have made and how they have gone about it
Evaluate against their design criteria
Evaluate their products as they are developed, identifying strengths and possible changes they might make
Talk about their ideas, saying what they like and dislike about them
Evaluate their product against original design criteria g. how well it meets its intended purpose
Disassemble and evaluate familiar products
Evaluate their work both during and at the end of the assignment
Evaluate their products by carrying out appropriate tests
Evaluate a product against the original design specification
Evaluate it personally and seek evaluation from others
Evaluate their products, identifying strengths and areas for development, and carrying out appropriate tests
Record their evaluations using drawings with labels
Evaluate against their original criteria and suggest ways that their product can be improved
According to the national curriculum, cultural capital is the ‘essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement.’ (Ofsted School Inspection Handbook 2019).
D’Eyncourt Primary School provides rich and sustained DT opportunities to develop children’s Cultural capital. We believe that Design and Technology should be used to promote an understanding of the world around us, recognise past technologies, acknowledge current technologies and anticipate future ones.
Our pupils leave our school with the mindset and knowledge to think, speak and act like a designer, a constructor and evaluator, and they value the transference of these skills that are of great benefit to their everyday life, in education and beyond.
D'Eyncourt Primary School is part of The Central Learning Partnership Trust: a company limited by Guarantee.
Registered in England and Wales. Company number: 07827368. Registered Office: Central Learning Partnership Trust, Prestwood Road, Wolverhampton, WV11 1RD.
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