Design & Technology

Design and Technology Intent

"Design is a funny word. Some people think design means how it looks. But of course, if you look deeper, it's really how it works." Steve Jobs

Design and Technology is an inspiring, rigorous and practical subject requiring creativity and imagination. At Garfield, pupils design and make products solving real and relevant problems in a variety of contexts. DT has cross-curricular links with Maths, Science, Computing, History and Art. Children learn to take risks, be resourceful, innovative, enterprising and resilient. Through evaluating past and present design and technology, children can reflect on the impact of DT on daily life and the wider world.

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.

Design and Technology Implementation

Design Technology at Garfield is supported by Kapow Design Technology plans, ensuring a well-structured approach and a systematic progression of skills.

Early Years Foundation Stage

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 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 routines

Key stage 1

Through a variety of creative and practical activities, pupils are taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They 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 are 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 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

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 e.g levers, sliders, wheels and axles, in their products.

Key stage 2

Through a variety of creative and practical activities, pupils are taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They work in a range of relevant contexts e.g the home, school, leisure, culture, enterprise, industry and the wider environment.

When designing and making, pupils 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 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 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

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 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.

Cooking and nutrition

As part of their work with food, pupils are 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 are 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.

Design and Technology Impact

We want children to become confident and successful Designers, with understanding of what the subject will bring to their lives and design links within their local and wider community. By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes in their programme of study. Children in the EYFS are assessed within Expressive Art & Design and progress is tracked termly. Age related expectations are reported to parents at the end of Reception. In KS1 and KS2, assessment takes place throughout the year and at the ends of topics. Teachers record progress against DT National Curriculum expectations for each year group. Teachers use this information to inform future lessons, ensuring children are supported and challenged appropriately. Assessment data is analysed to inform and address any trends or gaps in attainment. Further information is gathered through pupil voice activities, highlighting strengths, achievements and recommendations for improvements, knowledge and skills that need to be embedded. Each part of the DT curriculum is reviewed termly by the subject leader.

Equality, Diversity and Inclusion

To improve the diversity, equality and therefore quality of our Design Technology curriculum, we consulted with The Black Curriculum, who commended our inclusivity and further supported us in ensuring our curriculum is representative of our community.