Design and Technology
Design and Technology Policy
Aims and Objectives
- 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.
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 is an essential contribution to the creativity, culture, wealth and well-being of the nation.
During the Early Years Foundation Stage, there are many opportunities for carrying out D&T-related activities in all areas of learning in the EYFS. Specifically, ‘Designing and Making’. By the end of the EYFS, most children will be able to: Construct with a purpose in mind, using a variety of resources, use simple tools and techniques competently and appropriately, build and construct with a wide range of objects, selecting appropriate resources and adapting their work when necessary and select the tools and techniques they need to shape, assemble and join materials they are using.
Key Stage 1
When designing and making, pupils will be taught to:
· design purposeful, functional, appealing products based on design criteria
· generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
· select from and use a range of tools and equipment to perform practical tasks [e.g. 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
· explore and evaluate a range of existing products
· evaluate their ideas and products against design criteria
· build structures, exploring how they can be made stronger, stiffer and more stable
· explore and use mechanisms [e.g., levers, sliders, wheels and axles], in their products
· use the basic principles of a healthy and varied diet to prepare dishes
· understand where food comes from.
Key Stage 2
When designing and making, pupils should be taught to:
· 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
· select from and use a wider range of tools and equipment to perform practical tasks [e.g. 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
· 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
· apply their understanding of how to strengthen, stiffen and reinforce more complex structures
· understand and use mechanical systems in products [e.g. gears, pulleys, cams, levers and linkages]
· understand and use electrical systems in their products [e.g. series circuits incorporating switches, bulbs, buzzers and motors]
· apply their understanding of computing to program, monitor and control their products
· 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.
Resources (including visits)
Coventry Transport Museum, Dyson school’s project, British Motor Museum and Cooking club.
Inclusion and Equal Opportunities
Children with special educational needs have equal access to resources and materials. Activities are differentiated to ensure the needs of pupils are best met. Work produced by all pupils is valued and celebrated through display, assemblies and class activities. Children who show aptitude are identified, encouraged and given opportunity to flourish.
Assessing, Recording and Monitoring
At all times, the marking of work be in line with the school marking policy and will respect pupil’s achievements. Effective feedback gives pupils guidance about how they might improve the quality of their products in design and technology.
The coordinator will review work in books, planning and pupil voice to support monitoring of the subject.
It is the responsibility of the class teacher to ensure a safe working environment. Children should be made aware of any risks and dangers and understand the importance of working safely at all times. Frequent reminders need to be given to reinforce safe working procedures. The children can also be involved in establishing design and technology safety rules for themselves. Where appropriate, risk assessments will be carried out by either the subject leader or individual teachers.
Risks to be considered include:
· electrical equipment such as glue guns;
· the handling of food and the use of cooking appliances, including ovens and hobs;
· contact with sharp objects including wood, nails, needles, saws etc.;
Teachers should be aware of the following:
· Children must not use cooking appliances unless under direct supervision from a responsible adult.
· Saws and other sharp objects (nails, needles, craft knives, etc) must be used under direct supervision.
The teacher will make a judgement on the undertaking of activities involving sharp and/or potentially dangerous equipment depending on the age / ability of the children in the class;
· Perishable foodstuff must be stored sensibly and refrigerated if necessary. Care must be taken to ensure food is not used after the given sell by / use by date.
Teachers and adult support staff must oversee that table tops, cookers etc, are clean and in working order.
· Children must wash their hands before and after any contact with food and other potentially harmful substances.
· Teachers must take into account possible food allergies to food such as nuts and should be aware of the location of any medication for the allergy.
Date ratified by Performance and Standards Committee: June 2020
Next review date: June 2023 (every 3 years)
SEN, Learning and Teaching, Equal Opportunities and Assessment.
Design and Technology Long Term Plan