Design and Technology
Purpose Of Study |
Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, our 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. Through this, they acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Our pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable individuals. 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 world we live in. |
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INTENT Design and Technology involves two important elements - learning about the designed and made world and how things work, and learning to design and make functional products for particular purposes and users. Learning is structured through threshold concepts:
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IMPLEMENTATION Children’s attainment and progress are assessed through the threshold concepts divided into year group milestones from Foundation to year 6, allowing them to build on their prior knowledge and skills, through recall and application. The milestones provide the end points for each year group. During each year, pupils are taught the design process of: - the problem, design brief, research, design ideas, final solution, prototype/ make, evaluate, with each year group having a focused area of study in which they master practical skills. This allows us to develop craftsmanship in the subject. The emphasis is the completion of the design process, not just the final product. On completion of the design process, pupils present their learning through exhibitions and presentations, enabling them to develop their oracy skills and effectively communicate their ideas to other people. |
IMPACT Each pupil will be assessed against the milestones for their year group. This will show that pupils can effectively follow and implement the design process and recall knowledge, through activities such as low stakes testing. Alongside this, pupils will be able to explain the design process and present their learning to others, demonstrating they have a good understanding of what has been learnt. |
Design and Technology Langold Dyscarr Community School | ||||||
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EYFS | Year 1
| Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
FS1 – Food FS2 – Materials/Textiles
| Food | Construction | Materials | Textiles | Electrical and Electronics | Mechanics |
Design | ||||||
EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Autumn 1 - FS1 Problem: A biscuit company wants to create a new biscuit where children can design their own face on it. Design Brief: Design and make a face biscuit using different ingredients.
Autumn 2- FS1/FS2 Problem: It is almost Christmas time and we don’t have any decorations for our tree! Can you help to make some for our class tree? Design Brief: Make a Christmas tree decoration for our class tree.
Autumn 2- FS2 Problem: It is almost winter time and we need shelter for farm animals at a local farm. Design Brief: Design and make a shelter for the three little pigs.
Spring 2- FS1 Problem: During fruit time, children would like more than one fruit to eat. Design Brief: Design and make a healthy snack with a variety of fruits. | Problem: KS2 need some new cold break time snacks that are both healthy and filling. Design brief: Create a new break time snack for KS2. (granola bars, flapjacks, biscuits, fruit kebabs) | Problem: The chickens keep escaping from their coop. Design brief: Design an innovative and stable fence in order to keep the chickens inside their coop.
| Problem: The population of birds in our local area has increased but there is no shelter for them. Design brief: Make a waterproof bird box for birds that live in our school grounds. | Problem: All the classes in school need a school mascot but there aren’t enough to share around. Design brief: Make a cuddly toy or puppet that can be used as a school mascot.
| Problem: Visitors struggle to remember the different areas of the school. How can we make this easier for them? Design brief: Make LED signs to advertise different areas of school. | Problem: People with mobility issues struggle to perform everyday tasks. Design brief: Make a machine that will make life easier for people with mobility issues.
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Make | ||||||
EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Select from and use a range of tools and equipment to perform practical tasks. | Select from and use a range of tools and equipment to perform practical tasks. | 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 tools and equipment to perform practical tasks [For example, cutting, shaping, joining and finishing], accurately. | 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 and textiles according to their functional properties and aesthetic qualities. | Select from and use a wider range of materials and components, including construction materials and textiles according to their functional properties and aesthetic qualities. |
Evaluate | ||||||
EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Explore and evaluate a range of existing products. Evaluate their ideas and products against their own design criteria and improve their work. | Explore and evaluate a range of existing products. Evaluate their ideas and products against their own design criteria and improve their work. | Evaluate their ideas and products against design criteria. Evaluate their ideas and products against their own design criteria and improve their work. | Investigate and analyse a range of existing products. Evaluate their ideas and products against their own design criteria and improve their work. | Investigate and analyse a range of existing products. Evaluate their ideas and products against their own design criteria and improve their work. | 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 to shape the world.
| 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 to shape the world. |
Technical Knowledge | ||||||
EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Health, hygiene and safety around food. Use of different kitchen appliances. Understand and use different joining stiches to join textiles. | Health, hygiene and safety around food. Use of different kitchen appliances.
| Build structures, exploring how they can be made stronger, stiffer and more stable.
| Apply their understanding of how to strengthen, stiffen and reinforce more complex structures while making a product waterproof. | Understand and use different joining stiches to join textiles. Use stuffing components in their products for example, hay, carbon stuffing, feathers. | Understand and use electrical systems in their products [series circuits incorporating switches, bulbs, buzzers and motors]. | Apply their understanding of computing to program, monitor and control their products. |
