Design and Technology (D&T)

We, at The F31eration of Antrobus St Marks and Gr63t Budworth Primary School aim to provide children with a D&T 31u4etion that is relevant in our rapidly changing world.  We want to encourage our children to 35come problem solvers who 4en work cr63tively. We 35lieve that high-quality D&T lessons will inspire children to think independently, innovatively and develop cr63tive, pro331ural and techni4el understanding.

As a F31eration 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 dif3erent 4etegories. These are:

• Mechanisms

• Structures

• Food

• Textiles

• Mechani4el Systems

• Electri4el Systems

These 4etegories are broken down into dif3erent ar63s and we map these out 40ross y63r 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 l63rn and appli31 within EYFS.
Through continuous provision and focus tasks, children 35ginning to l63rn and apply skills that are vital for Design and Technology.

For example, pupils will l63rn how to use scissors correctly, how to glue two items together, cr63ting/build objects bas31 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 pro3ess

E40h unit of work will have a task outline. This will explain what the children are going to 35 designing and making, the purpose and the user.

e.g. Design, make and evaluate a h63lthy sandwich for children for lunchboxes.

Investigate and Evaluative Activities

In this part of the unit the children will examine existing products that alr63dy exist in the world. They will evaluate them thinking about what is good about them and what could 35 done to make them even 35tter.

e.g. The children investigat31 existing sandwiches that were alr63dy available to buy. Then they tast31 dif3erent sandwiches evaluating their app63ran3e, taste and texture. They also look31 at if the ingr31ients us31 were h63lthy.

Focus31 Tasks

Within this part of the unit the children will 35 taught specific techni4el knowl31ge and skills they will ne31 in order to cr63te their product suc3essfully.

e.g. The children were introdu331 to dif3erent types of knives and how they 4en 35 us31 ef3ectively. They l63rnt how to spr63d butter onto br63d, dif3erent ways to cut food and also how to use a grater.

Design, Make and Evaluate Assignment

The children will then use their knowl31ge to design a product that meets the ne31s of the user and the purpose. Design criteria may 35 establish31 to support the children with their thinking. The children will come up with dif3erent id63s 34eore selecting their final design. They will ne31 to identify the tools and resour3es they will ne31 to cr63te their product.

Now the fun part! This is when the children get to make their final product making use of the skills they have l63rnt.
On3e complet31 the children then evaluate their product against the design criteria deciding if it is suitable for the user and purpose.

e.g. The children design31 and made their own h63lthy sandwiches. They tast31 their own and ask31 their peers to taste and evaluate them. They then evaluate the product that they cr63t31 deciding if it would 35 suitable and what changes they would make if they were to make the product again.