“Mathematics is the language with which God has written the universe” (Galileo Galilei)

Policy Overarching Objective

We believe every child has the right to a high quality Design and Technology education and that the skills children develop through Design and Technology have a huge impact on many other areas of life and learning. Teaching in Design and Technology reflects our curriculum intent of learning to inspire pupils’ imagination and creativity to design and make products that try to solve real and relevant problems; to acquire a broad subject knowledge drawing on disciplines such as mathematics, Science, Engineering, Computing and Art; to learn how to take risks, becoming resourceful, innovative, enterprising and capable and understanding both the past and present impact of Design and Technology in daily life.

The aims and objectives of Design & Technology are in line with the National Curriculum and enable children to develop 5 areas of learning:

• Designing

• Making

• Evaluating

• Technical Knowledge

• Cooking and Nutrition

Implementation

In Early Years:

Children should be taught to:

• Manipulate materials to achieve a planned effect.

• Construct with purpose in mind using a variety of materials.

• Use simple tools and techniques competently and appropriately.

• Select appropriate resources and adapt where necessary.

• Select tools and techniques needed to shape, assemble and join materials being used.

In Key Stage 1:

When designing and making children should be taught to develop 4 key areas:

Design

Design purposeful, functional, appealing products for themselves and other users.

Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and use of computers.

Make

Select and use a range of tools and equipment to cut, shape, join and finish.

Select from and use a wide range of materials and components according to their characteristics.

Evaluate 

Explore and evaluate a range of existing products.

Evaluate their own ideas against design criteria.

Technical Knowledge

Build structures exploring how they can be made stronger, stiffer and more stable.

Explore and use mechanisms e.g. levers, sliders,wheels and axles, in their products.

In Key Stage 2:

When designing and making children should be taught to develop 4 key areas:

Design

Use research and develop design criteria to inform the design of  innovative, functional and appealing products, fit for purpose and aimed at particular individuals or groups.

Generate, develop, model and communicate ideas through discussion, annotated sketches, cross-sectional drawings, exploded diagrams, prototypes, pattern pieces and CAD.

Make

Select and use a wider range of tools and equipment to cut, shape, join and finish accurately.

Select from and use a wider range of materials and components according to their functional properties and aesthetic qualities.

Evaluate

Investigate and analyse a range of existing products.

Evaluate their own ideas 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 e.g. gears, pulleys, cams, levers and linkages.

Understand and use electrical systems e.g. series circuits incorporating switches, bulbs, buzzers and motors.

Apply their understanding of computing to programme, 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. 

In Key stage 1:

Pupils should be taught to:

• Use the basic principles of healthy and varied diet to prepare dishes.

• Understand where food comes from.

In Key Stage 2:

Pupils should be taught to:

• 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.

Impact

Design and Technology is tracked through termly assessments and interventions determined through pupil progress meetings.

As an inclusive school, we recognise the need to tailor our approach to support children with Special Educational Needs as well as those who would benefit from further enrichment and challenge.

Appropriate arrangements are made by the class teacher to accommodate any specific special needs that a pupil may have, thus enabling them to participate in Design and Technology activities. The class teacher and support staff will identify pupils who show a particular talent for Design and Technology and appropriate provision is provided for them. 

Cultural Capital links to Design & Technology 

Design and Technology Week

Pupil Team: all pupils are eligible to be selected for the Design and Technology Pupil Team to promote a love of Design and Technology across the school and assist in monitoring tasks. 

Maths - measuring materials and weighing ingredients.

Geography - understanding where materials and ingredients come from.

History - famous designers and development of different products.