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Design and Technology

Intent

Our core aims for design and technology are to ensure that all children:

To have an appreciation of design and technology.
To be able to design their own designs using a specific design criterion.
Evaluate, analyse and reflect about their own or other people’s work.
To develop and have their own opinions and preferences based on their reflection of their own and other people’s work.
To create their design using their plans.
Think critically about design both their own and others.
To have technical knowledge in using a range of tools and mediums.

Implementation

We believe the following are key ingredients in developing competent designers at Sayes Court: effective lessons in which children are given the opportunity to use technical vocabulary and skills; independent designing; comparing their designs with each other’s to create a product; sharing ideas; evaluating their own work and others; exposure to a variety of materials and tools; ongoing training for all adults and robust assessment.

What this looks like in practice:

Children will be inspired and challenged whilst equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.
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.
To be able to motivate their creative choices and prove where possible through evaluating, analysing and self-reflecting on their work.
In Early Years the children will safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Being imaginative - children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through Best practice and activity ideas.
Lessons allow our children to become familiar with the knowledge around designing and making.
Children will design independently with the help of a design criteria.
In Key Stage 2, Children will be given the opportunity to design their own work by researching and developing a design that is innovative and fit for purpose.
This will instill confidence in our children and allow them to become young designers and feel proud of their creations.

Schemes, programme and resources used to support Design and Technology:

Kapow Primary Design and Technology Scheme

Impact:

The impact of our design and technology curriculum is as follows:

Our children make good progress in design and attain in line with or above their peers.
Our children develop design skills and techniques early on in school.
Our children develop a love for design.
Our children are able to use their design skills across the curriculum. As a result of this, learning in all areas is enhanced.

Progression of Skills and Knowledge

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Design

Developing, planning and communicating ideas.

Draw on their own experience to help generate ideas through talking, drawing, mock templates and mock ups.
Suggest ideas and explain what they are going to do
Identify a target group for what they intend to design and make
Model their ideas in card and paper
Develop their design ideas from a design criteria and apply findings from their earlier research

Draw and plan what they are going to make.

Draw on their own experience to help generate ideas through talking, drawing, mock templates and mock ups.

Generate ideas by drawing on their own and other people's experiences
Develop their design ideas through discussion, observation, drawing and modelling
Identify a purpose for what they intend to design and make
Identify simple design criteria and use this to design their own and apply findings from earlier research
Make simple drawings and label parts

Draw and plan what they are going to make.

Generate ideas for an item, considering its purpose and the user/s
Identify a purpose and establish criteria for a successful product, who is it for?
Plan the order of their work before starting to ensure it is fit for purpose
Explore, develop and communicate design proposals by modelling ideas
Make drawings with labels when designing, why they want to use the materials and why it is fit for purpose.
Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross sectional.

Design and generate their own plan and be creative, not just stick to the design criteria.

Generate ideas, considering the purposes for which they are designing
Make labelled drawings from different views showing specific features why they want to use the materials and why it is fit for purpose.
Develop a clear idea of what has to be done, planning how to use materials, equipment and processes, and suggesting alternative methods of making, if the first attempts fail
Evaluate products and identify criteria that can be used for their own designs
Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross sectional.

Design and generate their own plan and be creative, not just stick to the design criteria.

Generate ideas through brainstorming and identify a purpose for their product
Draw up a specification for their design using annotated drawings and sketches
Develop a clear idea of what has to be done, planning how to use materials, equipment and processes, and suggesting alternative methods of making if the first attempts fail
Use results of investigations, information sources, including ICT when developing design ideas
Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross sectional, prototypes, pattern pieces and computer aided design.

Design and generate their own plan and be creative, not just stick to the design criteria.

Generate ideas through brainstorming and identify a purpose for their product
Draw up a specification for their design using annotated drawings and sketches
Develop a clear idea of what has to be done, planning how to use materials, equipment and processes, and suggesting alternative methods of making if the first attempts fail
Use results of investigations, information sources, including ICT when developing design ideas
Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross sectional, prototypes, pattern pieces and computer aided design.

Communicate their ideas through detailed labelled drawings
Develop a design specification
Explore, develop and communicate aspects of their design proposals by modelling their ideas in a variety of ways
Plan the order of their work, choosing appropriate materials, tools and techniques

Design and generate their own plan and be creative, not just stick to the design criteria.

Make

Working with tools, equipment, materials and components to make quality products (inc-food)

Make their design using appropriate techniques
With help measure, mark out, cut and shape a range of materials
Use tools eg scissors and a hole punch safely
Assemble, join and combine materials and components together using a variety of temporary methods e.g. glues or masking tape
Select and use appropriate fruit and vegetables, processes and tools
Use basic food handling, hygienic practices and personal hygiene
Use simple finishing techniques to improve the appearance of their product such sewing.

Teach them how to hold a sewing needle, thread it and then stich.

Hold scissors and cut different materials.

Begin to select tools and materials; use vocab' to name and describe them
Measure, cut and score with some accuracy
Use hand tools safely and appropriately
Assemble, join and combine materials in order to make a product
Cut, shape and join fabric to make a simple garment such as a fabric face. Use basic sewing techniques
Follow safe procedures for food safety and hygiene
Choose and use appropriate finishing techniques

Teach them how to hold a sewing needle, thread it and then stich.

Select tools and techniques for making their product for example, cutting, shaping, joining and finishing.
Select from a wide range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.
Measure, mark out, cut, score and assemble components with more accuracy
Work safely and accurately with a range of simple tools
Think about their ideas as they make progress and be willing change things if this helps them improve their work
Measure, tape or pin, cut and join fabric with some accuracy
Demonstrate hygienic food preparation and storage
Use finishing techniques strengthen and improve the appearance of their product using a range of equipment including ICT

Select the tools/ materials and be able to reason for their choice.

Select appropriate tools and techniques for making their product
Measure, mark out, cut and shape a range of materials, using appropriate tools, equipment and techniques to perform practical tasks
Join and combine materials and components accurately in temporary and permanent ways
Measure, tape or pin, cut and join fabric with some accuracy
Use simple graphical communication techniques

Select the tools/ materials and be able to reason for their choice.

Select appropriate materials, tools and techniques and understand the properties in order to say why they have chosen it
Select materials from and including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.
Measure and mark out accurately
Use skills in using different tools and equipment safely and accurately
Weigh and measure accurately (time, dry ingredients, liquids)
Apply the rules for basic food hygiene and other safe practices e.g. hazards relating to the use of ovens
Cut and join with accuracy to ensure a good-quality finish to the product

Select the tools/ materials and be able to reason for their choice.

Select appropriate tools, materials, components and techniques and understand the properties in order to say why they have chosen it
Select materials from and including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Assemble components make working models
Use tools safely and accurately
Construct products using permanent joining techniques
Make modifications as they go along
Pin, sew and stitch materials together create a product
Achieve a quality product that is fit for purpose and meets the success criteria of their own design plan

Select the tools/ materials and be able to reason for their choice.

Evaluate

Evaluating processes and products

Evaluate and explore a range of existing products
Evaluate their product by discussing how well it works in relation to the purpose
Evaluate their products as they are developed, identifying strengths and possible changes they might make
Evaluate their product by asking questions against a design criteria about what they have made and how they have gone about it

Be able to talk about their design and evaluate it.

Evaluate against their own design against a design criteria
Evaluate their products as they are developed, identifying strengths and possible changes they might make
Talk about their ideas, saying what they like and dislike about them
Evaluate and explore a range of existing products

Be able to talk about their design and why they like it. Know what the words evaluate means! Compare it to an original.

Investigate and analyse a range of existing products

Evaluate their product against original design criteria e.g. how well it meets its intended purpose
Consider the views of others to improve their work
Disassemble and evaluate familiar products
Understand how key events and individuals in design and technology have helped shape the world

Know what the words evaluate means! Evaluate their product and say what they would change.

Investigate and analyse a range of existing products

Evaluate their work both during and at the end of the assignment
Evaluate their products by carrying out appropriate tests
Consider the views of others to improve their work
Understand how key events and individuals in design and technology have helped shape the world

Know what the words evaluate means! Evaluate their product and say what they would change.

Investigate and analyse a range of existing products
Evaluate a product against the original design specification
Evaluate it personally and seek evaluation from others

Understand how key events and individuals in design and technology have helped shape the world

Know what the words evaluate means! Evaluate their product and say what they would change.

Investigate and analyse a range of existing products
Evaluate their products, identifying strengths and areas for development, and carrying out appropriate tests
Record their evaluations using drawings with labels
Evaluate against their original criteria and suggest ways that their product could be improved
Understand how key events and individuals in design and technology have helped shape the world

Know what the words evaluate means! Evaluate their product and say what they would change. Compare it to the original and state which one works better, why?

Technical Knowledge

Build structures to explore how they can be made stronger, stiffer and more stable
Explore and use mechanisms for example levers, sliders and axels in their products.

Understand the vocabulary e.g: what a slider is and describe what they are making.

Build structures to explore how they can be made stronger, stiffer and more stable
Explore and use mechanisms for example levers, sliders and axels in their products.

Understand the vocabulary e.g: what a slider is and describe what they are making.

Understand and use electrical systems in their products for example incorporating switches, bulbs, buzzers and motors

Apply their understanding of how to strengthen, stiffen and reinforce more complex structures.
Understand and use mechanical systems in their products for example, gears, pulleys, cams, levers, linkages.

Apply their understanding of how to strengthen, stiffen and reinforce more complex structures.
Understand and use mechanical systems in their products for example, gears, pulleys, cams, levers, linkages.
Understand and use electrical systems in their products for example incorporating switches, bulbs, buzzers and motors

Apply their understanding of computing to program, monitor and control their products.

Apply their understanding of how to strengthen, stiffen and reinforce more complex structures.
Understand and use mechanical systems in their products for example, gears, pulleys, cams, levers, linkages.
Understand and use electrical systems in their products for example incorporating switches, bulbs, buzzers and motors

Apply their understanding of computing to program, monitor and control their products.

Cooking and nutrition

Use the basic principles of a basic and varied diet to prepare dishes
To understand where food comes from

Basic skills such as safety in the kitchen. Walk, don’t run, adults use sharp objects, teach them how to hold a knife and to cut.

Allow the children to become aware of fruit and what they are called- describe them.