Subject Leader: Mrs J. Hathaway
Design and Technology is a foundation subject in the National Curriculum. Planning is in line with NC requirements for KS1 and KS2 and the Early Years Foundation Stage curriculum.
THE FOUNDATION STAGE
When planning D&T projects in the Early Years we follow the objectives as set out in specific strands of the Early Learning Goals (PSED, Expressive Arts and Design and Understanding the World). We provide a range of experiences that encourage exploration, observation, problem solving, critical thinking and discussion. These early experiences include asking questions about how things work; investigating and using a variety of construction kits, materials and tools; developing ‘making’ skills and handling appropriate tools and materials safely and with increasing control. This learning forms the foundation for later work in Design &Technology.
KEY AREAS OF LEARNING FOR KS1 & KS2
Design: Children develop their understanding of how research and design contribute to innovative, functional products through discussion and annotated sketches
Make: Children are encouraged to select and use a wide range of tools, materials, textiles and ingredients for cutting, shaping, joining and finishing
Evaluate: Children investigate and analyse their own and existing products against a set criteria
Technical knowledge: Children develop their understanding of structural design, mechanical systems, electrical systems and computer programming to monitor and control their products
Cooking & Nutrition: Children are taught to understand and apply the principles of a healthy and varied diet to prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques. They begin to understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
In KS1 we explore:
- simple mechanisms (sliders & levers; wheels & axles)
- food technology
In KS2 we explore:
- mechanical systems (levers & linkages; pulleys & gears)
- electrical systems
- textiles (2-D & 3-D products)
- food technology
- how key events and individuals in D&T have helped shape our world.
Our creative and imaginative staff plan projects which are both relevant and engaging to the children linking them, where possible, to current topics. Parents play an important part in DT and are often invited into school to help with the ‘making’ element of projects.
During EYFS, the essential building blocks of the children’s Design & Technology capabilities are established. There are many opportunities for the children to carry out DT related activities across all areas of learning. Children learn how to use a range of simple tools, they construct with a purpose in mind and often replicate familiar structures, they investigate how everyday objects work and they begin to understand the importance of a healthy diet and how to use techniques and processes involved in food preparation. Relevant vocabulary is promoted as the children discuss their explorations.
As part of our work on space and the planets, we made our own space rockets. We had lots of fun finding out whose flew furthest!
Designers of the Future
In Year 1, we enjoyed looking at books that had moving parts so much that we decided to learn more about them. We learnt about levers, sliders and pivots. We even designed and made our very own Christmas cards with moving parts!
Exploring books with moving parts and investigating everyday objects that move.
Here, we are learning how to use sliders to make objects move up and down and from side to side.
Once we had acquired the necessary skills we got busy designing, making our Christmas cards. When we had finished we thought about how we could make them even better!
We are very proud of our finished Christmas cards. We used sliders and pivots to give them moving parts.
In Year 2, our work on textiles took on a festive touch! First, we looked at a range of existing puppets before investigating different ways of joining materials. They we honed our sewing skills before designing and making our own Christmas characters. Look at the photos to see the story of how we made our puppets.
We are extremely proud of our puppets. Can you guess who they are?
Acquiring new skills
Designing, Making and Evaluating
With Christmas in the air, we have been busy in Year 3 designing and creating festive gingerbread biscuits. We thought carefully about our consumer (a child) and designed Christmas biscuits that we could decorate with intricate piped icing designs. We tasted a range of biscuits to help us decide on the perfect ingredients for our own. Then we mixed, rolled, cut and baked our biscuits and patiently learnt how to create the perfect consistency of icing for piping. Take a look at us learning these skills and perfecting our baking abilities. Which biscuit design would you choose?
Piping icing - we had to get the right consistency!
Designing, Making and Evaluating
In Year 4, we investigated, designed and made a picture with an electrical system - a light up feature.
We looked at and evaluated existing cards.
Then we considered safety issues and practised making electrical circuits, drawing on some prior Science knowledge.
Then we got busy designing our cards - generating different ideas before attempting an exploding diagram of our final design. We set criteria for our designs, had fun making them and finally evaluated our product against these criteria.
Take a look at some of our final products.
In year 5 we linked our DT work to World War 1, as we have been learning about this in our topic work. We made hospital tents as would have been seen during this era. We built frame structures using art straws and pipe cleaners and then used different materials for the covering and first aid design.
First we researched hospital tents from the era - using photos to look at structures and evaluating them, looking at the advantages and disadvantages.
Before making our structures, we needed to explore and practise joining methods.
Then we designed, planned and got busy making our tents.
Having completed our tents, we took time to evaluate them- thinking about what went well and how we overcame any problems.
Our final products.
We used our prior knowledge of circuits (electricity in science) and coding (in computing) to undertake a Christmas themed project, programming Crumble Kits to make our devices function.
We started by looking at photos of some existing products, wondering how they might work.
Focussed Practical Tasks included practising using the Crumble Kits, exploring and making complex electrical circuits and choosing appropriate tools and materials to measure and cut accurately.
Exploring the Crumble Kits
Making complex electrical circuits
Selecting appropriate tools and using them safely to measure and cut accurately
Now it was time to generate ideas for our final design, set criteria, plan and make our products, Once we had completed our products we evaluated them against the design criteria. We thought about problems we might have encountered and how we overcame such problems.