Design technology - our intent
At Iveson Primary School, we want children to receive a design and technology curriculum which inspires children’s curiosity and imagination, but also enables them to become risk-takers with their learning.
We want to equip children with a diverse range of skills and knowledge which can be transferred into a variety of different contexts, in preparation for the ever-changing modern world that they live in. It is important for children to understand the importance of design and technology and the impact that it has on their environment, that there is always a thought process behind their favourite toy, the meals that they eat and the homes that they live in. Therefore, the DT curriculum will provide children with the opportunity to look at a range of engineers, designers, chefs and architects to inspire their own creation of a range of structures, mechanisms, textiles, electrical systems and food products with a real life purpose.
We encourage children to use their creativity to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. Each year group will focus on three projects across the academic year ensuring that there is a progression of skills from year to year. These projects will be linked to their History, Geography or Science topics, however links to other disciplines such as mathematics, engineering, computing and art will also feature where possible. This will provide children with motivation and meaning for their learning.
The DT curriculum is implemented through a mainly practical approach so children can research, investigate, communicate ideas, make and modify their designs and products in order for them to evolve in a continuous way and providing a process that is innovative and flexible. Evaluation is a key aspect of the design process and will enable children to take ownership of their products and become critical thinkers. It will also enable children to celebrate their achievements individually or with their group as well as challenge and support their ability to become resilient individuals which can be transferred into other aspects of their lives.
The DT curriculum at Iveson, will therefore enable children to learn how to take risks, become resourceful, resilient, innovative, enterprising and capable citizens.
We encourage children to use their creativity to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.
Iveson Primary School
Art in the Early Years Foundation Stage
Expressive Arts and Design
The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.
Early Learning Goals
Expressive Arts and Design
ELG: Creating with Materials
Children at the expected level of development will: – 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.
Purpose of study
Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
Aims
The national curriculum for design and technology aims to ensure that all pupils:
- develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
- build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
- critique, evaluate and test their ideas and products and the work of others
- understand and apply the principles of nutrition and learn how to cook.
Attainment targets
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Schools are not required by law to teach the example content in [square brackets].
Subject content
Key stage 1
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment].
When designing and making, pupils should be taught to:
Design
- design purposeful, functional, appealing products for themselves and other users based on design criteria
- generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
Make
- select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
- select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
Evaluate
- explore and evaluate a range of existing products
- evaluate their ideas and products against design criteria
Technical knowledge
- build structures, exploring how they can be made stronger, stiffer and more stable
- explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.
Key stage 2
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment].
When designing and making, pupils should be taught to:
Design
- use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
- generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Make
- select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
- select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Evaluate
- investigate and analyse a range of existing products
- evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
- understand how key events and individuals in design and technology have helped shape the world
Technical knowledge
- apply their understanding of how to strengthen, stiffen and reinforce more complex structures
- understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
- understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
- apply their understanding of computing to program, monitor and control their products.
Cooking and nutrition
As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.
Pupils should be taught to:
Key stage 1
- use the basic principles of a healthy and varied diet to prepare dishes
- understand where food comes from.
Key stage 2
- understand and apply the principles of a healthy and varied diet
- prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
- understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
How do you feel about Design and Technology?
Great, I like it. I like how you get to design it and then see what it will be like and what the outcome will be.
Is there anything which has inspired you in Design and Technology this year?
I quite like sewing and I went to an Art and Textiles club. I enjoyed sewing and making my own seam. This club was with Miss Patel.
Year 4 pupil-
Which piece of Design and Technology learning are you most proud of this year?
I’m really proud of my cross stitch in DT. I found it hard at first though.
Year 3 pupil-
Is there anything which has inspired you in Design and Technology this year?
I loved designing my own restaurant in Culture Week on Canva with Mrs Bowes. I loved that. I like designing my meal, we do computing and DT together sometimes.
Year 2 pupil-
Which piece of Design and Technology learning are you most proud of this year?
I’m really proud of my puppet, the running stitch was tricky at first.
Year 1 pupil-
Would you ever consider a job in Design and Technology?
I would like to be a toy designer. I would like to design lots of planes.
Reception pupil-
How do you use the materials in the creative area?
You have to be careful with the scissors. You can’t run because someone might get hurt. Glue helps you stick things together.
Nursery pupil-
What do you like to make and design outside?
I cook in the mud kitchen. I make yummy food, like buns and cakes.
