Design and Technology

Design and Technology at Barnehurst

 

Intent 

At Barnehurst we believe that Design and Technology should be ‘Inspiring, rigorous and practical’. It will allow children to use their imagination and creativity to design and make a range of products within a variety of contexts. Children will build and apply the knowledge and skills needed to design high quality products. We aim to provide children with a Design and Technology education that is relevant in our rapidly changing world. We want to encourage our children to become problem solvers who can work creatively on a shared project. We believe that high-quality DT lessons will inspire children to think independently, innovatively and develop creative, procedural, and technical understanding. Our Design and Technology curriculum provides children with opportunities to develop creative, procedural, and technical understanding. Our curriculum provides children with opportunities to research, represent their ideas, explore, and investigate, develop their ideas, make a product and evaluate their work. Children will be exposed to a wide range of media including textiles, food, and woodwork; through this, children will develop their skills, vocabulary, and resilience.  

Link to SMSC 

At Barnehurst we believe that spiritual, moral, social and cultural education should be evident in everything we do. Giving children the opportunity to think creatively and solve problems lies at the center of Design and Technology. The creativity and innovation the children show will be inspirational to others whilst also increase each child’s self-confidence and belief in their own abilities. The children will be introduced to new technology and designs, leading to awe and wonder at the beauty of a final product. During the planning and making process we encourage our pupils to consider the moral and ethical dilemmas raised. For example, the impact on the environment through the choices of materials are made or the opportunity to consider sustainable or environmentally acceptable materials. All of which links to the global goals the school's curriculum is based upon. During DT there are many opportunities to promote social responsibilities. All the children have a collective responsibility to ensure they contribute to a safe working environment where the use of tools and equipment are involved. There is the opportunity to work collaboratively with a partner or take turns in a small group which requires effective social interaction and at times compromise. There is also the opportunity for peer evaluation and to act as a critical friend to give supportive comments to improve pupils learning outcomes. The children will also be given various dilemmas linked to DT, where they will need to create a product which will help to overcome a problem, encouraging the children to become problem solvers and understand the needs of the world. DT often originates from an idea or artefact and to develop a wider cultural awareness we explore our past heritage as well as investigate and use as our stimulus foods, textiles, pottery and sculptures from different cultures and periods of time from across the world. 

 

Subject Implementation 

The teaching of Design Technology across the school will allow children to design products with a purpose in mind and an intended user of the products. Food technology is implemented across the school with children developing an understanding of where food comes from, the importance of a varied and healthy diet and how to prepare this. 

Design and technology is a crucial part of school life and learning and it is for this reason that as a school we are dedicated to the teaching and delivery of a high quality Design and Technology curriculum; through well planned and resourced projects and experiences. It is an inspiring, rigorous, and practical subject, requiring creativity, resourcefulness, and imagination. Pupils will design and make products that solve real and relevant problems within a variety of contexts. It is very cross - curricular and draws upon subject knowledge and skills within Mathematics, Science, History, Computing and Art. Children learn to take risks, be reflective, innovative, enterprising, and resilient. Through the evaluation of past and present technology they can reflect upon the impact of Design Technology on everyday life and the wider world. 

 

EYFS 

During the EYFS pupils explore and use a variety of media and materials through a combination of child initiated and adult directed activities. They have the opportunities to learn to: 

  • Use different media and materials to express their own ideas 

  • Use what they have learnt about media and materials in original ways, thinking about form, function and purpose 

  • Make plans and construct with a purpose in mind using a variety of resources 

  • Develop skills to use simple tools and techniques appropriately, effectively and safely 

  • Select appropriate resources for a product and adapt their work where necessary 

  • Cook and prepare food adhering to good health and hygiene routine 

 

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 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 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, such as 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 as gears, pulleys, cams, levers and linkages) 

•   understand and use electrical systems in their products, (for example series circuits incorporating switches, bulbs, buzzers and motors)  

•   to apply their understanding of computing to programme, monitor and control their products. 

 

Subject Impact 

Our DT Curriculum is developing to provide well thought out lessons and topics that demonstrate progression. In addition, we measure the impact of our curriculum through the following methods: reflection on standards achieved against the planned outcomes; pupil discussions about their learning, which includes discussion of their thoughts, ideas, processing, and evaluations of work. As designers, children will develop skills and attributes they can use beyond school and into adulthood.