Design Technology

Design and Technology

Intent: 

At London Meed, teachers ensure they have covered the skills required to meet the aims of the national curriculum, understanding that education goes beyond this. In Design Technology (DT) we explore the diverse needs of our community and the world, meeting the needs of all our children. 

Our children will: 

• Learn fundamental knowledge and skills about how the world works around them.

• Think creatively, innovative and take risks.

• Think critically and problem solve.

• Evaluate their products and make adaptations and improvements.

• Work collaboratively with others.

• Design and make functional products for purposes and users.

• Apply knowledge and understanding of materials and components, mechanisms and control systems, structures, existing products, quality and health and safety

Design Technology is often practical in nature and is an engaging subject for children. It is also a cross-curricular subject where children can apply a range of knowledge and skills that they have learnt in other subjects such as maths, science, PSHE and English. It is a platform for developing skills in numeracy and literacy in a practical, purposeful and engaging way.

In DT, we incorporate our core values (Bravery, Community, Curiosity, Resilience and Respect) to ensure that our children develop as life-long learners and responsible citizens. Through Quality First Teaching and having high expectations, we ensure all children (including disadvantaged and SEND) are accessing the curriculum by constantly reviewing and adapting teaching. 

Implementation: 

We have a coherent and sequenced curriculum building progression of knowledge and skills. Through progression the children develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of design. Through revisiting and consolidating skills, children progress to build on prior knowledge, developing new skills, knowledge and challenge. We intend to inspire pupils and practitioners to develop a love of Design and Technology and see how it has helped shape the ever-evolving technological world they live in. 

Design Technology in the Early Years

In the Early Years Foundation Stage (EYFS), children learn through a practical and hands on approach. Opportunities within the provision such as building and construction (both large and small), and through creative tasks such as junk modelling, art, ‘making’ and through creative role play, children develop the key knowledge and skills of Design Technology.

In the EYFS, children are given the opportunity to engage in practical Design Technology related tasks in the provision, both child-initiated and through activities initiated by skilled adults. Adults in the EYFS use careful questioning to develop children’s metacognitive Design Technology knowledge and skills such as:

• “I wonder what would happen if…”

• “How could we make this better…”

• “How are you going to approach this?”

• “X’s idea made me think…”

• “Perhaps we should try…”

• “What if we tried ___ next?”

• “Have you thought about…”

• “This reminds me of when we learnt about…”

Design Technology in Key Stage 1

In Key Stage 1, children will build upon their prior Design and Technology learning in the Early Years. In Year 1 and 2, our Design Technology curriculum has been created to ensure coverage across all Design and Technology areas, including mechanisms and mechanical systems, cooking and nutrition, structures and textiles.

In Key Stage 1, children are taught to:

• Design- This includes planning, communicating their ideas, creating drawings and diagrams, ensuring that their products are appealing and, purposeful and functional.

• Make- This includes using tools and equipment to perform practical tasks and exploring and using materials.

• Evaluate- This includes exploring and evaluating a range of existing products, as well as evaluating their own ideas and products against a design criteria.

Design Technology in Key Stage 2

In Key Stage 2, children build upon and develop the knowledge, skills and understanding they have gained through Design and Technology in Key Stage 1. Across Years 3 to 6, our Design and Technology curriculum provides opportunities for children to develop their creativity, problem-solving skills and technical knowledge through a range of purposeful and engaging projects.

Our curriculum ensures coverage across the key areas of Design and Technology, including mechanisms and mechanical systems, electrical systems, cooking and nutrition, structures and textiles. Children are encouraged to consider the needs of the user and the purpose of their products, while developing increasing independence and precision in their design and making skills.

In Key Stage 2, children are taught to:

• Design – This includes researching and developing design criteria, generating and communicating ideas through annotated sketches, diagrams, prototypes and computer-aided design, and selecting appropriate materials and components to create innovative, functional and appealing products.

• Make – This includes selecting and using a wider range of tools, equipment, materials and techniques safely and accurately. Children develop their practical skills by measuring, cutting, shaping, joining, assembling and finishing materials, while applying their knowledge of mechanisms, structures, electrical systems, textiles and food.

• Evaluate – This includes investigating and analysing a range of existing products and considering how they meet the needs of their intended users. Children evaluate their own ideas and finished products against their design criteria, testing and refining their work and identifying ways in which it could be improved.

Through Key Stage 2, children are encouraged to become increasingly independent designers and makers, applying their knowledge creatively to solve problems and produce purposeful, high-quality outcomes.

Impact: 

We assess children as part of our ongoing teaching and learning.Teachers use responsive formative assessment strategies such as observations, pupil dialogue, questioning and assessing against the success criteria when considering how children have achieved in Design Technology lessons. Further teaching and learning is adapted accordingly, to meet the needs and next steps of the individual child.

Teaching and learning in Design Technology is monitored by our Design Technology subject leader. This includes observing the teaching of Design Technology lessons, adapting and developing key curriculum documents and monitoring pupil learning through capturing pupil voice, book looks and through planning scrutinies.

By the end of their DT journey at London Meed children will have developed the following Design and Technology knowledge and skills:

• Confidence to take risks and enjoy the process of trial and error, showing perseverance and resilience when completing a task.

• Be equipped with secure Design and Technology knowledge and skills and use technical vocabulary accurately

• Improve enquiry skills, knowledge and inquisitiveness about the world around them

• Confidently select appropriate tools and materials and explain their reasoning.

• Use a wide range of techniques for designing, building, joining, preparing, creating and evaluating.

• Evaluate and critique their own products, as well as the products of others.