D.T.

“Design and technology should be the subject where mathematical brainboxes and science whizzkids turn their bright ideas into useful products.” (J. Dyson)

 

Design and technology is an inspiring, rigorous and practical subject. We recognise the importance of a high-quality design and technology education, from Early Years to Key Stage 2, that makes an essential contribution to the creativity, culture, wealth and well-being of the nation.  Using creativity and imagination, our children design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. Children acquire a broad range of subject knowledge and make connections to disciplines such as mathematics, science, computing and art. They learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. 

 

Our children’s learning journeys in design and technology begin in the Early Years and the design of design and technology our curriculum reflects this and signposts progression in knowledge and skills from here through to Year 6. In this phase, children’s early design and technology experiences are captured within the specific area of learning and development entitled Expressive Arts and Design and specifically the Creating with Materials Early Learning Goal. Through carefully planned opportunities, we provide each child with meaningful experiences which enrich their cultural capital. Using our increasingly deep knowledge and understanding of the children, we create equal opportunities enabling them to evolve into explorers, active learners, and critical thinkers. Captured in long and medium term planning, we draw upon statutory guidance and non statutory guidance (Development Matters 2021) to ensure teaching and learning is planned for and enacted in an age appropriate way that identifies and responds to each unique child’s individual developmental milestones - also guided by our school’s unique identity and local context.  An experiential learning environment, combined with focussed teaching and basic skills, ensures that firm foundations are laid in a positive and long lasting way, so that children make rapid progress before moving into Year 1 where their learning experiences in design and technology are planned for using the key stage one national curriculum.

 

In Key Stage 1 and Key Stage 2, within our Design and Technology Curriculum, design and technology knowledge and skills are grouped into half termly units of learning.  Key Stage 1 and Key Stage 2 year groups study one construction, one textiles, and one cooking and nutrition unit each year.  Children become proficient in the technical knowledge specific to these areas, and more generally, as well as acquiring and developing the knowledge and skills necessary to complete the design-make-evaluate cycle. During textiles units, they also achieve proficiency in associated art and design knowledge and skills. We achieve progression within each area through deliberate decisions about each unit’s outcome, and the tools and equipment, and materials and ingredients being used as children move through the school. For example, in construction units children analyse and apply different mechanisms (levers and linkages, gears and cams, and pulleys) to their projects over time.  

 

Each unit, from the beginning through to completion, is centred around a brief which considers purpose and audience.  For example, in year 1, children design, make and evaluate a moving card, using a lever and slider, for someone special.  As children move through the school, they engage in a mixture of individual and collaborative design and technology projects.  For example, in year 5, children collaboratively design, make and evaluate a moving orrery (small scale solar system - Earth, Sun and Moon) including a pulley.  This approach encourages children to value the contributions of others and enables them to apply and refine skills in teamwork and communication. Each unit follows a structure of engaging in market research relevant to the project’s brief, learning the relevant skill(s), designing, making, and evaluating the outcome.  Finally, recognising that design and technology processes are iterative, we end each unit with a session for children to respond to their evaluation by making adjustments, improvements, and changes until the design criteria/brief is met.

 

We have carefully sequenced units of learning within and across year groups.  Our decision making process involved several points.  Fundamentally, our sequencing decisions demonstrate our recognition of the importance of children developing a secure understanding of each unit before returning to the same strand in the following year.  Often, sequencing decisions reflect opportunities to forge purposeful and immersive cross curricular links which intend to maximise children’s engagement with and motivation to study design and technology.  For example, in year 4, while focusing on the Anglo-Saxons, Scots and Vikings, children design, make and evaluate a moving toy which has a Viking boat design.

 

Where cross-curricular links have been forged, children’s design and technology experiences are part of an overarching termly topic which is designed to reflect a range of cultures, social groups and people to mirror and broaden children’s experiences and actively encourage anti-racism and discourage discrimination.  For example, during year 3’s topic exploring countries of Europe, children select, make and evaluate a savoury recipe to represent a chosen country and be included in a market stall for tasting.

 

At Whyteleafe, we understand the importance of outdoor learning as it encourages children to develop an appreciation of the outdoors whilst broadening the range of environments in which they experience learning. In turn, this enables them to have enhanced, and therefore more memorable, learning experiences. We aim to deliver aspects of our DT curriculum using the outdoor learning approach, where appropriate, to give the children the chance to gain those exciting and engaging DT experiences.

 

Design and Technology: the development of innovative purposeful projects through the application of logical, creative and practical skills.