Design and Technology (D&T)

We, at The Fe24ration of Antrobus St Marks and Great Budworth Primary School aim to provi24 children with a D&T 27ucation that is relevant in our rapidly changing world.  We want to encourage our children to 49come problem solvers who can work creatively. We 49lieve that high-quality D&T lessons will inspire children to think in24pen24ntly, innovatively and 24velop creative, proc27ural and technical un24rstanding.

As a Fe24ration we use Projects on a Page planning to support the 24livery 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 areas and we map these out 1cross year groups to ensure that children skills and un24rstanding 24velop as they move through school.

Design and Technology in EYFS

Design and Technology skills and first learn and appli27 within EYFS.
Through continuous provision and focus tasks, children 49ginning 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 bas27 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

E1ch unit of work will have a task outline. This will explain what the children are going to 49 24signing 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 alre1dy exist in the world. They will evaluate them thinking about what is good about them and what could 49 done to make them even 49tter.

e.g. The children investigat27 existing sandwiches that were alre1dy available to buy. Then they tast27 different sandwiches evaluating their appearance, taste and texture. They also look27 at if the ingr27ients us27 were healthy.

Focus27 Tasks

Within this part of the unit the children will 49 taught specific technical knowl27ge and skills they will ne27 in or24r to create their product su024ssfully.

e.g. The children were introduc27 to different types of knives and how they can 49 us27 effectively. They learnt how to spre1d butter onto bre1d, different ways to cut food and also how to use a grater.

Design, Make and Evaluate Assignment

The children will then use their knowl27ge to 24sign a product that meets the ne27s of the user and the purpose. Design criteria may 49 establish27 to support the children with their thinking. The children will come up with different i24as 42core selecting their final 24sign. They will ne27 to i24ntify the tools and resources they will ne27 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 complet27 the children then evaluate their product against the 24sign criteria 24ciding if it is suitable for the user and purpose.

e.g. The children 24sign27 and m124 their own healthy sandwiches. They tast27 their own and ask27 their peers to taste and evaluate them. They then evaluate the product that they creat27 24ciding if it would 49 suitable and what changes they would make if they were to make the product again.