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Design Technology

DT Vision

Intent

DT should provide children with a real life context for learning. For this reason we  incorporate purposeful Design technology within class themes.  At All Saints we follow the national curriculum objectives set out of Key stages one and two, the two key elements are ‘designing and making’ and ‘cooking and nutrition'.  Our youngest learners in EYFS have daily designing and making opportunities which is identified as a strand within ‘Knowledge and Understanding of the World’ early learning goal. Cooking and learning about food happens regularly and learners are encouraged to make healthy choices as well as keeping their bodies healthy as outlined in the ‘physical development’ learning goal. As a school we want to allow children to aspire to be more thorough and develop a noticeable attention to detail.  Through the DT curriculum, children should be inspired by engineers, designers, chefs and architects to enable them to create a range of structures, mechanisms, textiles, electrical systems and food products with a real life purpose.

 

Implementation

All teaching of DT should follow the design, make and evaluate cycle. At each stage children are encouraged to incorporate and promote technical knowledge.  Children engage in purposeful discussions and use sketch books to formulate ideas.  While making, children are given choices and a range of tools to choose freely from. Children are given time to evaluate their own products against a design criteria. Each of these steps should be rooted in technical knowledge and vocabulary. At All Saints we believe in giving equal importance to each of these stages.  

 

In KS1 this looks like:

Design:

- Design should be rooted in real life, in a relevant context and give meaning to learning

 through appropriate formats: drawing, templates, talking and mockups.

Make:

-Children should be given a range of tools for their products to choose from.

- children should use a wide range of materials and components: textiles, construction equipment and ingredients.

Evaluate:

Evaluate existing products.

 evaluate their own products against the given criteria.

 

In KS2 this looks like:

Design

-Relevant real life contexts give meaning to the learning.

- Researched designs based on functional appealing products with purpose.

 planned by appropriate methods: annotated sketches, cross-sectional diagrams, prototypes, pattern pieces and computer aided design.

Make:

 -Children can select from a wider range of tools and in Key Stage 1.

 -Children should use from and select a wide range of materials and components: textiles, construction equipment and ingredients.

Evaluate:

- Evaluation should be in comparison to existing products.

- Children should evaluate against the design criteria.

- Children should understand how key events and individuals have helped shape design I'm technology globally- products are in context.




Evidence of the design process should be evident in Project and sketch books, which should also develop to show clear progression across the key stages as they are passed up through each year group. The DT subject leader will monitor this in line with the schools monitoring schedule.