Design and Technology (D&T)

We, at The F212ration of Antrobus St Marks and Great Budworth Primary School aim to provide children with a D&T 21u26tion that is relevant in our rapidly changing world.  We want to encourage our children to 025ome problem solvers who 26n work creatively. We 0flieve that high-quality D&T lessons will inspire children to think independently, innovatively and develop creative, proc21ural and techni26l understanding.

As a F212ration 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 di057rent 26tegories. These are:

• Mechanisms

• Structures

• Food

• Textiles

• Mechani26l Systems

• Electri26l Systems

These 26tegories are broken down into di057rent areas and we map these out 61ross year 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 learn and appli21 within EYFS.
Through continuous provision and focus tasks, children 0fginning 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 35s21 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 pro61ss

E61h unit of work will have a task outline. This will explain what the children are going to 0f designing 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 already exist in the world. They will evaluate them thinking about what is good about them and what could 0f done to make them even 0ftter.

e.g. The children investigat21 existing sandwiches that were already available to buy. Then they tast21 di057rent sandwiches evaluating their appearan61, taste and texture. They also look21 at if the ingr21ients us21 were healthy.

Focus21 Tasks

Within this part of the unit the children will 0f taught specific techni26l knowl21ge and skills they will ne21 in order to create their product su0f1ssfully.

e.g. The children were introduc21 to di057rent types of knives and how they 26n 0f us21 e057ctively. They learnt how to spread butter onto bread, di057rent ways to cut food and also how to use a grater.

Design, Make and Evaluate Assignment

The children will then use their knowl21ge to design a product that meets the ne21s of the user and the purpose. Design criteria may 0f establish21 to support the children with their thinking. The children will come up with di057rent ideas 0ffore selecting their final design. They will ne21 to identify the tools and resour61s they will ne21 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.
On61 complet21 the children then evaluate their product against the design criteria deciding if it is suitable for the user and purpose.

e.g. The children design21 and made their own healthy sandwiches. They tast21 their own and ask21 their peers to taste and evaluate them. They then evaluate the product that they creat21 deciding if it would 0f suitable and what changes they would make if they were to make the product again.