Design and Technology

Design and Technology Intent Statement

At Therfield First School we value design and technology as an integral part of the children’s entitlement to a broad and balanced curriculum. Design and technology provides our children with the knowledge, understanding and skills needed to critique, design and make products and systems that have a real-life purpose. Pupils are encouraged to become independent problem solvers and thinkers, as individuals and part of a team.

Pupils will learn how to identify needs and reflect on past and present technology, its uses and impact. As pupils progress, design and technology will enable them to become critical and informed consumers and potential innovators.

The Design and Technology Curriculum

Statutory requirements for the teaching and learning of Design and Technology are set out in the National Curriculum Design and Technology Document and within the Expressive Arts and Design and Physical Development sections of the Early Years Foundation Stage Document.

Key Areas within the Design and Technology Curriculum:

· Design

· Make

· Evaluate

· Technical Knowledge

· Cooking and Nutrition

How Design and Technology is Taught at Therfield First School

At Therfield School, we create opportunities for children to use their creativity and imagination, to design and make products that solve real and relevant problems. Through a variety of practical activities, pupils are encouraged to develop skills and knowledge of a a wide range of materials and equipment in a safe and controlled environment.

During the Early Years, Design and Technology is taught under the headings of Expressive Arts and Design and Physical Development. Children are encouraged to use and explore a variety of media and materials through a combination of child initiated and adult directed activities.

In Key Stage One and Lower Key Stage Two, pupils undertake two comprehensive Design and Technology projects each year (lasting for a half term). These are directly linked to half termly topics and use the '3 S approach', Something, for Someone, in a Situation, to design functional products that have a clear purpose and intended user. Four Design and Technology topics are covered during each 2-year rolling program. Sequences of lessons are carefully mapped across the half term, year and Key Stages to build on pupils’ prior learning and to ensure a clear progression of skills.

All Design and Technology projects follow the same format. Pupils begin by; observing, dissembling and analysing existing product, opportunities are then provided to practise skills and techniques, this knowledge and these skills are then used when planning and designing their own product, time is then spent on the making process before pupils are encouraged to evaluate and assess their product against its original purpose. Where possible evaluations use the 3s approach, the ‘something’ is then tried out by the ‘someone’ to see if it is suitable for their ‘situation’, e.g. The preschool offers feedback to Key Stage One pupil on the bunting they have designed and made to help them count.