Design and Technology (D&T)

 

Philosophy

Design and Technology (D&T) prepares children to take part in the development of tomorrow’s rapidly changing technologies. Creative thinking encourages children to make positive changes to their quality of life. The subject encourages children to become autonomous and creative problem solvers, both as individuals and as part of a team. Through D&T all pupils can develop innovation and become discriminating and informed users of products. Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.

The aims of D&T are:

  • To develop imaginative thinking in children and to enable them to talk about what they like and dislike when making and designing.
  • To enable children to talk about how things work, and to draw and model their ideas.
  • To encourage children to select appropriate tools and techniques for making a product, whilst following safe procedures.
  • To develop an understanding of technological processes, products, and their manufacture, and their contribution to our society.
  • To foster enjoyment, satisfaction and purpose in designing and making.
  • Understand and apply principles of nutrition and learn how to cook.
  • Critique, evaluate and test their ideas, products and work of others.    

Teaching and Learning                                                         

  • The subject leader monitors standards of children’s work and the quality of teaching and learning in D&T. The work of the subject leader also involves supporting colleagues in the teaching of D&T. In addition the role involves managing the D&T budget and purchasing resources and to ensure all equipment is stored in the resources area in an orderly and accessible manner.

Role of the Subject Leader

  • D&T activities are taught to ensure that the children apply their knowledge and understanding when developing ideas, planning, making products and evaluating them.
  • We do this through a mixture of whole class teaching, group and individual activities. Appropriate units of work have been planned using the QCA schemes of work for each year group.
  • Children have the opportunity to use a wide range of materials and resources, including ICT  We carry out the curriculum planning in D&T in three phases: long – term, medium- term and short- term.

Design and Technology Curriculum Planning 

  • The long-term plan maps out the units covered in each term in each year group.
  • Medium term plans (QCA unit), gives details of each unit of work for each term. They identify learning objectives and outcomes for each unit, and ensure a balance and distribution of work across each term.
  • Short-term plans are in the form of weekly planning which lists the specific learning objectives for each lesson and detail how the lessons are to be taught.
  • We plan activities so that they build upon the prior learning of the children. We give children of all abilities the opportunity to develop their skills knowledge and understanding and we also build planned progression into the scheme of work, so that the children are increasingly challenged as they move through the school.
  • Design and Technology contributes widely to other curriculum areas. We aim to make D&T cross curricular by linking units of work to other curriculum subjects such as Art, Literacy, Science, PSHE, and ICT.         The D&T subject leader keeps evidence of children’s work in a portfolio. This demonstrates what the expected level of achievement is in D&T in each year of the school. Photographs of children’s work and displays around the school provide evidence of the range of experience we offer the children.

 

Resources

The school has a wide range of resources to support the teaching of D&T across the school. The resources are stored in the Resource Room in boxes and shelves under each unit heading.

Health and Safety

The general requirement for health and safety applies in this subject. Children are taught how to follow proper procedures when using tools and for food safety hygiene.Food technology – food will be bought and used on the day it is needed. Before any food technology activities are undertaken parents/carers will be informed and individual children’s allergies and dietary needs will be taken into consideration. The area will be checked before and after each session and plastic aprons will be worn by all children taking part in the activities.

Teachers assess children’s work in D&T by making assessments as they observe them working during lessons. They assess the progress that children make by assessing their work against the learning objectives for their lessons.

Assessment and Recording 

  • D&T is taught to all children, whatever their ability, gender or culture. D&T forms part of the schools commitment to provide a broad and balanced education to all children. Teachers provide learning opportunities that are matched to the needs of all the children.
  • Children are provided with a range of experiences that encourage exploration, observation, problem solving, critical thinking and discussion. Activities, indoors and outdoors, attract children’s interest and curiosity.
  • We encourage the development of skills, knowledge and understanding that help nursery and reception children make sense of their world as an integral part of the school work. We relate the development of children’s knowledge and understanding of the world to the objectives set out in the Early Learning Goals. These underpin curriculum planning for children aged three to five. This learning forms the foundation for later work in design and technology. These early experiences include asking questions about how things work, using and investigating a variety of construction kits, materials, tools and products, developing making skills and handling appropriate skills and handling appropriate tools safely and with increasing control.

Foundation Stage

We encourage the development of skills, knowledge and understanding that help nursery and reception children make sense of their world as an integral part of the school work. We relate the development of children’s knowledge and understanding of the world to the objectives set out in the Early Learning Goals. These underpin curriculum planning for children aged three to five. This learning forms the foundation for later work in design and technology. These early experiences include asking questions about how things work, using and investigating a variety of construction kits, materials, tools and products, developing making skills and handling appropriate skills and handling appropriate tools safely and with increasing control.

Children are provided with a range of experiences that encourage exploration, observation, problem solving, critical thinking and discussion. Activities, indoors and outdoors, attract children’s interest and curiosity.

Equal Opportunities

D&T is taught to all children, whatever their ability, gender or culture. D&T forms part of the schools commitment to provide a broad and balanced education to all children. Teachers provide learning opportunities that are matched to the needs of all the children.