Intent

Design and Technology is an inspiring, rigorous and practical subject. It encourages children from Early Years through to Year 6 to learn to think and intervene creatively to solve problems both as individuals and as members of a team. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation. At Field Lane, we encourage children to use their creativity and imagination, 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. We aim to, wherever possible, link work to other disciplines such as mathematics, science, engineering, computing and art. The children are also given opportunities to reflect upon and evaluate past and present design technology, its uses and its effectiveness and are encouraged to become innovators and risk-takers and designers of the future. Children are given time to test their own products and make adjustments which enable them to change their designs and improve their end product. By looking at a diverse range of crafts people and designers from around the world, we want the children to be inspired to become innovative and enterprising citizens.

“If you are not prepared to be wrong, you will never come up with anything original.” Sir Ken Robinson

Implementation

Our Design and Technology curriculum is designed using the key skills, knowledge and concepts required by the National Curriculum using the DT Association’s Projects on a Page which are adapted to link with other subjects. It is organised to ensure that skills and concepts are taught sequentially across the key stages, sometimes taught in blocks, so that skills can be learnt and developed to a deeper level over a sustained period of study. Topics are taught over a two year cycle with KS1, LKS2 and UKS2 classes working together.Lessons are often taught discretely and opportunities for exploring and making are provided within Smart Time. Ideas and designs are collected in the child’s sketchbook alongside a photograph and evaluation of the end product. Each topic is driven by an overall key question which requires the children to reflect on their exploration of products and designs, so that they can apply their learning to their own designs and thus generate their own answers. The children design and create products that consider function and purpose and take into account the audience for which the product is intended. They are encouraged to consider how to present their ideas effectively; how their design can change lives and what impact does the design have on the environment. 

There is a strong link to our main aims of building resilience and social responsibility.

When designing and making, the children are 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 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, as well as chopping and slicing) accurately.

• select from and use a wider range of materials, ingredients and components, including construction materials, textiles and ingredients, according to their functional properties, aesthetic qualities and, where appropriate, taste.

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.

• understand and use electrical systems in their products.

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

• Understand some of the ways that food can be processed and the effect of different cooking practices .

The children are given opportunities to evaluate their own designs and products based on a clear set of criteria. They use knowledge from exploration to create their own designs and they then use a wide range of materials and tools to build their own products. Each of the topics are designed to be relevant, motivating and engaging for the children and inclusive of all groups of children and individuals across the school. 

Teachers set high expectations for all pupils. They will use appropriate assessment to set ambitious targets and plan challenging work for all groups, including:

•   More able pupils
•   Pupils with low prior attainment
•   Pupils from disadvantaged backgrounds
•   Pupils with SEN
•   Pupils with English as an additional language (EAL)

Teachers will plan lessons so that pupils with SEN and/or disabilities can study every subject, wherever possible, and ensure that there are no barriers to every pupil achieving.

Teachers use inclusive high quality teaching to meet the needs of all pupils through an adapted curriculum

Teachers will also take account of the needs of pupils whose first language is not English. 

Further information can be found in our statement of equality information and objectives, and in our SEN policy and information report.

EYFS

Through Expressive Arts children are encouraged to construct and create purposefully selecting tools and techniques needed to shape, assemble and join materials they are using. Children learn through first-hand experiences which involve putting their ideas into practice to develop an awareness and understanding of the possibilities and limitations of different materials. Practitioners encourage children to explore, observe, solve problems, think critically, make decisions and talk about why they have made their decisions as they design and create. Children’s natural creativity is fostered and opportunities for investigation, designing and making are offered daily within our provision, which enables children to learn a great deal about their world.

Impact

Learning is assessed through the analysis of the pupil’s ability to evaluate, design, make and improve their own work.

We assess children on their ability to:

• 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 
• evaluate and test their ideas and products and the work of others
• understand and apply the principles of nutrition and learn how to cook. 

Children will design and make a range of products. A good quality finish will be expected in all design and activities made appropriate to the age and ability of the child.