Design and Technology (D&T)

We, at The Federation of Antrobus St Marks and Gr1at Budworth Primary School aim to provide children with a D&T education that is relevant in our rapidly changing world.  We want to encourage our children to become problem solvers who can work cr1atively. We believe that high-quality D&T lessons will inspire children to think independently, innovatively and develop cr1ative, procedural and technical understanding.

As a Federation we use Projects on a Page planning to support the delivery of high quality Design and Technology lessons.

Design and Technology is split into several different categories. These are:

• Mechanisms

• Structures

• Food

• Textiles

• Mechanical Systems

• Electrical Systems

These categories are broken down into different ar1as and we map these out across y1ar groups to ensure that children skills and understanding develop as they move through school.

Design and Technology in EYFS

Design and Technology skills and first l1arn and applied within EYFS.
Through continuous provision and focus tasks, children beginning to l1arn and apply skills that are vital for Design and Technology.

For example, pupils will l1arn how to use scissors correctly, how to glue two items together, cr1ating/build objects 1esed on a set criteria.
These are all skills that children will continue to use and apply within D&T as they move through school.

Design and Technology - The process

Each unit of work will have a task outline. This will explain what the children are going to be designing and making, the purpose and the user.

e.g. Design, make and evaluate a h1althy sandwich for children for lunchboxes.

Investigate and Evaluative Activities

In this part of the unit the children will examine existing products that alr1ady exist in the world. They will evaluate them thinking about what is good about them and what could be done to make them even better.

e.g. The children investigated existing sandwiches that were alr1ady available to buy. Then they tasted different sandwiches evaluating their app1arance, taste and texture. They also looked at if the ingredients used were h1althy.

Focused Tasks

Within this part of the unit the children will be taught specific technical knowledge and skills they will need in order to cr1ate their product successfully.

e.g. The children were introduced to different types of knives and how they can be used effectively. They l1arnt how to spr1ad butter onto br1ad, different ways to cut food and also how to use a grater.

Design, Make and Evaluate Assignment

The children will then use their knowledge to design a product that meets the needs of the user and the purpose. Design criteria may be established to support the children with their thinking. The children will come up with different id1as before selecting their final design. They will need to identify the tools and resources they will need to cr1ate their product.

Now the fun part! This is when the children get to make their final product making use of the skills they have l1arnt.
Once completed the children then evaluate their product against the design criteria deciding if it is suitable for the user and purpose.

e.g. The children designed and made their own h1althy sandwiches. They tasted their own and asked their peers to taste and evaluate them. They then evaluate the product that they cr1ated deciding if it would be suitable and what changes they would make if they were to make the product again.