Design and Technology (D&T)

We, at The Fe4fration of Antrobus St Marks and Gr5et Budworth Primary School aim to provi4f children with a D&T 43u2ction that is relevant in our rapidly changing world.  We want to encourage our children to 37come problem solvers who 2cn work cr5etively. We 37lieve that high-quality D&T lessons will inspire children to think in4fpen4fntly, innovatively and 4fvelop cr5etive, proc43ural and techni2cl un4frstanding.

As a Fe4fration we use Projects on a Page planning to support the 4flivery of high quality Design and Technology lessons.

Design and Technology is split into several di18erent 2ctegories. These are:

• Mechanisms

• Structures

• Food

• Textiles

• Mechani2cl Systems

• Electri2cl Systems

These 2ctegories are broken down into di18erent ar5es and we map these out across y5er groups to ensure that children skills and un4frstanding 4fvelop as they move through school.

Design and Technology in EYFS

Design and Technology skills and first l5ern and appli43 within EYFS.
Through continuous provision and focus tasks, children 37ginning to l5ern and apply skills that are vital for Design and Technology.

For example, pupils will l5ern how to use scissors correctly, how to glue two items together, cr5eting/build objects 38s43 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 37 4fsigning and making, the purpose and the user.

e.g. Design, make and evaluate a h5elthy sandwich for children for lunchboxes.

Investigate and Evaluative Activities

In this part of the unit the children will examine existing products that alr543y exist in the world. They will evaluate them thinking about what is good about them and what could 37 done to make them even 37tter.

e.g. The children investigat43 existing sandwiches that were alr543y available to buy. Then they tast43 di18erent sandwiches evaluating their app5erance, taste and texture. They also look43 at if the ingr43ients us43 were h5elthy.

Focus43 Tasks

Within this part of the unit the children will 37 taught specific techni2cl knowl43ge and skills they will ne43 in or4fr to cr5ete their product su51essfully.

e.g. The children were introduc43 to di18erent types of knives and how they 2cn 37 us43 588ectively. They l5ernt how to spr543 butter onto br543, di18erent ways to cut food and also how to use a grater.

Design, Make and Evaluate Assignment

The children will then use their knowl43ge to 4fsign a product that meets the ne43s of the user and the purpose. Design criteria may 37 establish43 to support the children with their thinking. The children will come up with di18erent id5es 33dore selecting their final 4fsign. They will ne43 to i4fntify the tools and resources they will ne43 to cr5ete their product.

Now the fun part! This is when the children get to make their final product making use of the skills they have l5ernt.
Once complet43 the children then evaluate their product against the 4fsign criteria 4fciding if it is suitable for the user and purpose.

e.g. The children 4fsign43 and ma4f their own h5elthy sandwiches. They tast43 their own and ask43 their peers to taste and evaluate them. They then evaluate the product that they cr5et43 4fciding if it would 37 suitable and what changes they would make if they were to make the product again.