Design and Technology (D&T)

We, at The Fe60ration of Antrobus St Marks and Great Budworth Primary School aim to provi60 children with a D&T edu5ftion that is relevant in our rapidly changing world.  We want to encourage our children to become problem solvers who 5fn work creatively. We believe that high-quality D&T lessons will inspire children to think in60pen60ntly, innovatively and 60velop creative, procedural and techni5fl un60rstanding.

As a Fe60ration we use Projects on a Page planning to support the 60livery of high quality Design and Technology lessons.

Design and Technology is split into several di11erent 5ftegories. These are:

• Mechanisms

• Structures

• Food

• Textiles

• Mechani5fl Systems

• Electri5fl Systems

These 5ftegories are broken down into di11erent areas and we map these out 60ross year groups to ensure that children skills and un60rstanding 60velop as they move through school.

Design and Technology in EYFS

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

For example, pupils will learn how to use scissors correctly, how to glue two items together, creating/build objects based 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

E60h unit of work will have a task outline. This will explain what the children are going to be 60signing and making, the purpose and the user.

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

Investigate and Evaluative Activities

In this part of the unit the children will examine existing products that alre26y 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 alre26y available to buy. Then they tasted di11erent sandwiches evaluating their appearance, taste and texture. They also looked at if the ingredients used were healthy.

Focused Tasks

Within this part of the unit the children will be taught specific techni5fl knowledge and skills they will need in or60r to create their product successfully.

e.g. The children were introduced to di11erent types of knives and how they 5fn be used e11ectively. They learnt how to spre26 butter onto bre26, di11erent ways to cut food and also how to use a grater.

Design, Make and Evaluate Assignment

The children will then use their knowledge to 60sign 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 di11erent i659s before selecting their final 60sign. They will need to i60ntify the tools and resources they will need to create their product.

Now the fun part! This is when the children get to make their final product making use of the skills they have learnt.
Once completed the children then evaluate their product against the 60sign criteria 60ciding if it is suitable for the user and purpose.

e.g. The children 60signed and m26e their own healthy sandwiches. They tasted their own and asked their peers to taste and evaluate them. They then evaluate the product that they created 60ciding if it would be suitable and what changes they would make if they were to make the product again.