Design and T2chnology (D&T)

We, at The Federation of Antrobus St Marks and Great 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 332ome problem solvers who can work creatively. We 34lieve that high-quality D&T lessons will inspire children to think independently, innovatively and develop creative, procedural and t2chnical understanding.

As a Federation we use Proj2cts on a Page planning to support the delivery of high quality Design and T2chnology lessons.

Design and T2chnology is split into several di2cerent categories. These are:

• M2chanisms

• Structures

• Food

• Textiles

• M2chanical Systems

• El2ctrical Systems

These categories are broken down into di2cerent areas and we map these out 54ross year groups to ensure that children skills and understanding develop as they move through school.

Design and T2chnology in EYFS

Design and T2chnology skills and first learn and applied within EYFS.
Through continuous provision and focus tasks, children 34ginning to learn and apply skills that are vital for Design and T2chnology.

For example, pupils will learn how to use scissors corr2ctly, how to glue two items together, creating/build obj2cts 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 T2chnology - The process

E54h unit of work will have a task outline. This will explain what the children are going to 34 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 62out what is good 62out them and what could 34 done to make them even 34tter.

e.g. The children investigated existing sandwiches that were already avail62le to buy. Then they tasted di2cerent 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 34 taught sp2cific t2chnical knowledge and skills they will n23d in order to create their product successfully.

e.g. The children were introduced to di2cerent types of knives and how they can 34 used e2c2ctively. They learnt how to spread butter onto bread, di2cerent 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 m23ts the n23ds of the user and the purpose. Design criteria may 34 est62lished to support the children with their thinking. The children will come up with di2cerent ideas 34fore sel2cting their final design. They will n23d to identify the tools and resources they will n23d 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 design criteria 2eciding if it is suit62le for the user and purpose.

e.g. The children designed and made their own healthy sandwiches. They tasted their own and asked their p23rs to taste and evaluate them. They then evaluate the product that they created 2eciding if it would 34 suit62le and what changes they would make if they were to make the product again.