Design and Technology
Design and Technology
Design and technology helps to prepare children for the developing world. The subject encourages children to become creative problem-solvers, both as individuals and as part of a team. Through the study of design and technology they combine practical skills with an understanding of aesthetic, social and environmental issues. Design and Technology helps all children to become discriminating and informed consumers and potential innovators. It should assist children in developing a greater awareness and understanding of how everyday products are designed and made.
The aims of design and technology in our school are:
- To develop imaginative thinking in children and to enable them to talk about what they like and dislike when designing and making;
- To enable children to talk about how things work, and to draw and model their ideas;
- To encourage children to select appropriate tools and techniques for making a product, whilst following safe procedures;
- To foster enjoyment, satisfaction and purpose in designing and making;
- To use Computing software to assist our designing and learning.
The intent of the DT Curriculum at Our Lady of Lourdes is to provide plenty of opportunities for the children to learn, apply and strengthen essential skills required in the designing, making and evaluating of an effective product for a given purpose.
It is also the intent of the DT Curriculum to ensure that the children are well-equipped with useful technical knowledge to support them in the design and making of their product. For example: Learning how to strengthen a structure to make it more stable, learning how to use mechanisms or electrical systems in their designs and learning how to use computer programming to control a product.
In addition, the school aims to develop the children’s use and understanding of technical vocabulary associated with this subject. This is so that the children can articulate the skills that they have applied, the equipment that they have used and describe the material/s and features of the product that they have made.
In Early Years, the children develop essential basic skills in design and technology which prepares them for their transition into Year 1. This is by the teacher creating many opportunities for the children to carry out D&T related activities across all areas of learning.
Birth to 3 year olds
Explore different materials, using all their senses to investigate them. Manipulate and play with different materials. Use their imagination as they consider what they can do with
different materials. Make simple models which express their ideas.
3 and 4 year olds
Explore different materials freely, in order to develop their ideas about how to use them and what to make. Develop their own ideas and then decide which materials to use to express them. Join different materials and explore different textures. Create closed shapes with continuous lines, and begin to use these shapes to represent objects.
Return to and build on their previous learning, refining ideas and developing their ability to represent them. Create collaboratively sharing ideas, resources and skills.
By the end of Early Years, it is expected that the children will be able to:
- Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
- Share their creations, explaining the process they have used.
- Make use of props and materials when role playing characters in narratives and stories.
From Year 1 upwards, the children will engage in three DT units a year which will involve the children exploring, researching, designing, making, technical knowledge/skills and evaluating.
The children will explore products linked to their project. They will do this by:
•Taking a product apart and looking at the material/s used to make it.
•Looking at the different features of the product.
•Establishing how the product is constructed.
•Questioning how effective it is in its purpose.
•Discussing what could be done to improve this product.
•Referring to a list of key vocabulary linked to this product.
The children will carry out research regarding the product that they are going to make so that they can use this research to support the design of their product. They will research leading designers, bakers etc where relevant
The children will draw/sketch their design and annotate this with information about their design such as, what features they have included in their design.
During this lesson the children will also answer questions such as:
•What materials will I need?
•What tools will I need?
•What technical skills will I need to practise before making the product? (Some of these may have been previously taught skills which need refreshing or be completely new)
TECHNICAL KNOWLEDGE / SKILL
The children engage in a practical activity of practising technical knowledge or skill that they will be required to use when making their product. This may be a new skill or a sill previously practised but that required more practise.
The children make their product.
The children will not only evaluate the effectiveness of their product but also the skills that they applied. This will be recorded both individually in their DT book and collectively through discussion in class.
Each child from Year 1 has a DT book and at the start of each DT lesson, the children will consult so that they can recap on prior learning, skills and use of vocabulary. If however, it is the first lesson in the unit, time will be spent looking back at all of the DT units completed overtime. This is so that the children can see if there are any previous skills or learning that could be transferred to this new unit.
The intended impact of the DT Curriculum is that the majority of children in each year group are working at or above the expected level for their age.
In addition, it is the intended impact that the children:
•Are inspired by the DT Curriculum and want to learn more.
•Show the progression in their skills, knowledge and understanding in the work in their books.
•Can discuss their learning and remember what they have learnt.
•Can identify some key designers and talk about the impact that their work has had on the world.