Design and Technology (D&T)

We, at The Federation of Antrobus St Marks and Gr23t 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 become problem solvers who can work cr23tively. We believe that high-quality D&T lessons will inspire children to think independently, innovatively and develop cr23tive, procedural and technical understanding.

As a Federation 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 di57erent categories. These are:

• Mechanisms

• Structures

• Food

• Textiles

• Mechanical Systems

• Electrical Systems

These categories are broken down into di57erent ar23s and we map these out across y23r 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 l23rn and applied within EYFS.
Through continuous provision and focus tasks, children beginning to l23rn and apply skills that are vital for Design and Technology.

For example, pupils will l23rn how to use scissors correctly, how to glue two items together, cr23ting/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

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

e.g. Design, make and evaluate a h23lthy sandwich for children for lunchboxes.

Investigate and Evaluative Activities

In this part of the unit the children will examine existing products that alr23dy 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 alr23dy available to buy. Then they tasted di57erent sandwiches evaluating their app23rance, taste and texture. They also looked at if the ingredients used were h23lthy.

Focused Tasks

Within this part of the unit the children will be taught specific technical knowledge and skills they will n26d in order to cr23te their product su11essfully.

e.g. The children were introduced to di57erent types of knives and how they can be used e57ectively. They l23rnt how to spr23d butter onto br23d, di57erent 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 m26ts the n26ds of the user and the purpose. Design criteria may be established to support the children with their thinking. The children will come up with di57erent i5c3s before selecting their final design. They will n26d to identify the tools and resources they will n26d to cr23te their product.

Now the fun part! This is when the children get to make their final product making use of the skills they have l23rnt.
Once completed the children then evaluate their product against the design criteria deciding if it is suitable for the user and purpose.

e.g. The children designed and m026 their own h23lthy sandwiches. They tasted their own and asked their p26rs to taste and evaluate them. They then evaluate the product that they cr23ted deciding if it would be suitable and what changes they would make if they were to make the product again.