Design and Technology
Intent
At Wigmore Primary School we aim to deliver design and technology as an inspiring, rigorous and practical subject to our pupils. 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 will 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 EYFS Framework and National Curriculum for design and technology aims to ensure that all pupils:
EYFS: DT is linked to a range of objectives within the EYFS framework and Development Matters such as Expressive Arts and Design, Physical Development, Understanding the World and Personal, Social and Emotional Development.
Expressive Art and Design:
- 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;
Physical Development:
- Use a range of small tools, including scissors, paint brushes and cutlery;
- Begin to show accuracy and care when drawing.
Understanding the World
- Explore the natural world around them, making observations and drawing pictures of animals and plants;
- Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class;
- Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.
Personal, Social and Emotional Development
- Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate;
- Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.
- Be confident to try new activities and show independence, resilience and perseverance in the face of challenge;
- Explain the reasons for rules, know right from wrong and try to behave accordingly;
- Work and play cooperatively and take turns with others;
National Curriculum:
- 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.
Planning and progression
In KS1 this looks like:
- Design: Design should be rooted in real life, relevant contexts e.g. linked to topic work, to give meaning to the learning. Planned through appropriate formats: drawing, templates, talking and mock-ups.
- Make: Children should be given a range of tools for their projects to choose from. Children should use a wide range of materials and components; textiles, construction equipment and ingredients.
- Evaluate: Evaluate existing products and evaluate their own products against design criteria.
In KS2 this looks like:
- Design: Rooted in real life, relevant contexts e.g. linked to topic work, to give meaning to the learning. Researched designs based on functional, appealing products with purpose. Planned by appropriate methods; annotated sketches, cross-sectional diagrams, prototypes, pattern pieces and computer aided design.
- Make: Children can select from a wider range of tools than KS1. Children should use from and select a wider range of materials and components; textiles, construction equipment and ingredients.
- Evaluate: Evaluations should be in comparison to existing products. Children should evaluate against a design criterion. Children should understand how key events and individuals have helped shape design and technology globally – products are in context.
Implementation
Teaching and learning
All teaching of DT should follow the design, make and evaluate cycle. Each stage should be rooted in technical knowledge and, where possible, be linked to topic work. The design process should be rooted in real life, relevant contexts to give meaning to learning. While making, children should be given choice and a range of tools to choose freely from. To evaluate, children should be able to evaluate their own products against a design criterion. Each of these steps should be rooted in technical knowledge and vocabulary. DT should be taught to a high standard, where each of the stages should be given equal weight.
Wider learning
Themed days are often used to mark and celebrate certain events e.g. Kindness day, Art day. Extended writing is used to link to DT topics and make learning more purposeful. Research in DT is linked to reading and computing skills.