Design & Technology
Intent
Design and Technology at Billesdon Primary School instils qualities such as curiosity, enquiry and determination. We aim to inspire, excite and engage the children through carrying out a range of effective research and design and make tasks. Design and Technology will allow all Billesdon pupils to put their learning from other areas of the curriculum into practice and will work to enhance and deepen their understanding of those areas, including Maths, Computing, Science, and Art. For the teaching of Design and Technology, the school does not use a scheme but uses the objectives from the National Curriculum in a cross-curricular way to maximise learning opportunities.
Pupils at Billesdon School will learn about cooking, food and nutrition, ensuring that they acquire the fundamental life skills in order to be able to feed themselves healthily and independently, whilst learning about where food comes from, therefore making connections with their geographical and scientific knowledge. We have a strong link with a local farm and all children have the chance to visit the farm each springtime, with learning opportunities across the whole year. We also take part in the Food For Life programme which involves growing, harvesting and cooking our own produce.
Implementation
At Billesdon Primary we follow the aims set out in the National Curriculum for Design and Technology. This ensures that all pupils:
- develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
- build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
- critique, evaluate and test their ideas and products and the work of others
- understand and apply the principles of nutrition and learn how to cook.
The EYFS framework is structured very differently to the national curriculum as it is organised across seven areas of learning rather than subject areas. The most relevant statements for DT are taken from the following areas of learning:
- Physical Development
- Expressive Arts and Design
Progression of DT skills across the school is mapped out below.
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Design |
Make |
Evaluate |
Technical Knowledge |
Cooking and Nutrition |
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EYFS Joy Class
Early Years Statutory Framework |
- Begin to use the language of designing and making, e.g. join, build and shape. -Learning about planning and adapting initial ideas to make them better. |
-To learn to construct with a purpose in mind. -Selects tools and techniques needed to shape, assemble and join materials. |
-Begin to talk about changes made during the making process, e.g. making a decision to use a different joining method. |
-To learn how to use a range of tools, e.g. scissors, hole punch, stapler, woodworking tools, rolling pins, pastry cutters. -Learn how everyday objects work by dismantling things. |
-To begin to understand some of the tools, techniques and processes involved in food preparation. -Children have basic hygiene awareness. |
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Years 1 &2 Peace Class National Curriculum reference for KS1 |
-Generate ideas by drawing on their own experiences. -Describe what their products are for. -Say how their products will work. -Use knowledge of existing products to come up with ideas. -Model ideas by exploring materials, components and construction kits. |
-Start to choose their tools and equipment, explaining their choices. -Select from a range of materials according to characteristics. -Measure, mark-out, cut and shape materials. -Assemble, join and combine materials. |
-Make simple judgements about their products and designs and suggest how their products could be improved. -Evaluate what they like and dislike about existing products. -Describe where (their) products might be used. |
-Know about the movement of simple mechanisms, such as levers, sliders, wheels and axles. -How to make freestanding structures stronger, stiffer and more stable. -To know the correct technical vocabulary for the project they are working on. |
-Know that all food comes from plants and animals. -Food has to be farmed, grown (elsewhere) or caught. -Know how to name and sort foods into 5 groups in The Eat Well plate. -How to prepare simple cold dishes safely and hygienically. -Use techniques such as, cutting, peeling and grating. |
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Years 3 & 4 Hope Class National Curriculum reference for Lower KS2 |
-To describe the purpose of their products. -To indicate design features of their products and explain how particular part of their products work. -Develop own design criteria and use these to inform their ideas. -Model their ideas through: prototypes, sketches and CAD. -Develop realistic ideas with a clear purpose or person in mind. |
-Select tools and equipment, explaining their choices for use. -Select materials and components suitable for task. -Explain their choice of materials and components according functional properties and aesthetic qualities. -Measure, mark-out, cut and shape materials with some accuracy. -Assemble, join and combine materials with some accuracy. -Start to apply finishing techniques. |
-Refer to their design criteria as they design and make. -Use their design criteria to evaluate their completed products. -Evaluate existing designs looking at: how well it was made, why materials were chosen etc. -Whether products can be recycled and reused. -To know about key inventors and designers. |
-How mechanical systems such as levers and linkages or pneumatic systems create movement. -How simple electrical circuits and components can be used to create functional products. -To learn how to program a computer to control their products. -How to make strong, stiff shell structures. |
-That food is grown, reared and caught in the UK, Europe and the wider world. -How to prepare and cook a variety of savoury foods safely and hygienically including, where appropriate, the use of a heat source. -To use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking. -To know that a healthy diet is made up from a variety and balance of different food and drinks. |
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Years 5 & 6 Faith Class National Curriculum reference for Upper KS2 |
-Carry out research, using surveys, interviews, questionnaires and web-based resources. -Identify the needs, wants, preferences and values of particular individuals and groups. -Develop a simple design specification to guide their thinking. -Generate innovative ideas, drawing on research. Make design decisions, taking account of constraints such as time, resources and cost. |
-Produce appropriate lists of tools, equipment and materials that they need. -Formulate step-by-step plans as a guide to making. -Accurately measure, mark-out, cut and shape materials and components. -Accurately assemble, join and combine materials and components. -Accurately apply a range of finishing techniques. -Use techniques that involve a number of steps. -Demonstrate resourcefulness tackling practical problems. |
-Critically evaluate the quality of the design, manufacture and fitness for purpose of their products as they design and make. -Evaluate their ideas and products against their original design specification. -Investigate and analyse how much products cost to make, how innovative products are, how sustainable the materials in products are and what impact the products have beyond their intended purpose. -To know more about key inventors, designers, engineers, chefs and manufacturers. |
-How mechanical systems such as cams or pulleys or gears create movement. -How more complex electrical circuits and components can be used to create functional products. -How to program a computer to monitor changes in the environment and control their products. -How to reinforce and strengthen a 3D framework. |
-That seasons may affect the food available. -How food is processed into ingredients that can be eaten or used in cooking. -To know that recipes can be adapted to change the appearance, taste, texture and aroma. To know that different food and drink contain different substances – nutrients, water and fibre – that are needed for health. |
Impact
The impact of the teaching of Design and Technology is assessed in a number of ways. Formal assessment by book scrutiny and marking of children’s work is used alongside photographic and video evidence. Careful questioning and planning for child led discussions are some of the other methods of measuring impact.
At the end of the two year cycle, the children will have experience of the following:
- How to follow the design, make, evaluate process to meet a goal
- Solving real life practical problems using innovation and creativity, both as an individual and as part of a group
- Choosing from and using a growing range of tools and materials
- Using and understanding richer technical vocabulary associated with DT
- Preparing a range of healthy, varied and nutritious dishes
