Design and Technology

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Intent

Throughout the children’s time in school we aim to provide opportunities for them to:  

  • Use simple tools safely and effectively.  
  • Gain experience of and be able to use a range of media and materials across all areas of the subject (cooking, textiles, model making).  
  • Use the environment, pictures and artefacts so that they can consider these designs and apply them in their own designing and making tasks.  
  • Investigate and dissemble simple objects to explore their structure.  
  • Self and peer assess their work with others to discuss their designs and to plan possible improvements/variations.  
  • Develop their use of the language of technology through discussion, questioning and hypothesis.  
  • Use the knowledge and understanding gained in other areas of the curriculum, such as mathematics, science and art and to apply this to their design and technology activities.  
  • Encourage independence of the learner when problem solving/creating their products.  

EYFS

The children are taught and given opportunities to develop key skills on a daily basis such as cutting, sticking, colouring, model making with Lego etc. The children also have a termly project, which looks in greater depth at the designing and making process and is usually related to the termly topic.

The order of skills & knowledge

The children’s interests and the class topic decide the order in which some specific lessons are taught. Termly projects are tailored to match the class topic and therefore, may dictate the skill being taught e.g. food preparation or clay. The skills being taught on a daily basis during free learning time are progressive however, and as the year goes on the activities available to the children will develop with their growing understanding and ability. The DT curriculum is set out in the yearly overview, which was developed using the Development Matters document.

How and when we assess

Children are assessed formatively through observations, tick sheets and photographs. They are also assessed every term against the 7 areas of learning (one of which is Expressive Arts and Design) and this data is uploaded onto the Early Years Data Spreadsheet.

By the end of the year, we expect children to have met the relevant Early Learning Goals for Expressive Arts and Design and have a Good Level of Development (specifically ELG 15 – technology, ELG 16 – Exploring and using media and materials, ELG 17 – Being imaginative need to have been met).

Children who do not meet Age Related Expectations are supported by being given additional support in class, lesson recaps at the start of each new unit of work and some fine motor intervention is put in place to support children who struggle and have poor fine motor.

 

Key Stage 1

DT is taught every other term, once a week, as a formal lesson. The children have the opportunity to develop a new skill each term and work with a new medium. However, the ‘taking inspiration, designing, making and evaluating’ process always remains constant across each unit of work.

In Year 1, the children will complete a textile project, a food project and a model-making project.

In Year 2, the children will complete a levers & wheels project, a food project and either a woodworking or textiles project.

Every term the children have the opportunity to refine their designing, making and evaluation skills, deepening their understanding of the subject.

The order of skills & knowledge

The medium being used/ block of learning (e.g. textiles/food/junk modelling) can move to any point in the year, in order to suit the topic at the time, but the order in which the lessons are taught within the block ALWAYS remains the same (sometimes lessons may be made longer to accommodate combined lessons being taught or children may spend an additional week making their project). The children will always start by taking inspiration, then will plan, make and evaluate their projects.

How and when we assess

Children are assessed termly at the end of each block of work, based on their success in all elements of the project.

By the end of Year 1, we expect children to be able to:

  • Create a simple design for a product.
  • Use pictures and words to describe what is to be done.
  • Ask simple questions about existing/ own products.
  • Evaluate the effectiveness of their product against its purpose.

 

  • Talk about food eaten at home and begin to discuss what healthy foods are.
  • Say where food comes from and give examples of food that is grown.
  • Use simple tools with help to prepare food safely.
  • Select and use a range of tools and equipment to perform practical tasks.
  • Use a range of simple tools to cut, join and combine materials and components safely.
  • Build structures, exploring how they can be made stronger, stiffer and more stable.

 

By the end of Year 2, we expect children to be able to:

  • Design useful, pleasing products for themselves or others, based on a design brief.
  • Generate, develop, model and communicate ideas through talking, drawing, templates, mock ups and IT.
  • Evaluate and assess existing products and those made, using a design criteria.

 

  • Understand the need for a variety of food in a diet.
  • Understand that all food has to be farmed, grown or caught.
  • Use a range of cookery techniques to prepare food safely.
  • Explore mechanisms such as wheels and axles in products.
  • Investigate different techniques for stiffening a variety of materials and explore different methods of enabling structures to remain stable.
  • Choose tools to use and select materials based on knowledge of their properties.
  • Safely measure, mark out, cut and shape materials and components using a range of tools.
  •  (Explore mechanisms such as levers and sliders – if relevant)

 

Children who do not meet Age Related Expectations are supported by being given additional support in class, lesson recaps at the start of each new unit of work and some fine motor intervention is put in place to support children who have poor fine motor skills.

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