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Thurleigh Primary School

Thurleigh Primary School

Design Technology

Intent – what do we want to achieve?

We aim for Design & Technology to be an inspiring, challenging and practical subject.  Using creativity and imagination, children design, make and evaluate products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. We want our children to learn how to take risks and become resourceful by drawing on their learning in maths, science, engineering, computing and art. We want our children to become designers of the future – chefs, architects and engineers.

 

Implementation – how will we achieve this?

Learning will begin in the EYFS, when children explore and use a variety of materials through a combination of child initiated and adult directed activities. They have opportunities to learn to use different media and materials to express their own ideas and begin to think about how and why things are made. Children make plans and construct with a purpose in mind using a variety of resources, using simple tools to develop skills safely. There are also plenty of opportunities to cook and prepare food using good health and hygiene routines. Children grow, harvest and cook their own salad and vegetables during the spring and summer months.

In KS1:

Design:

  • Design should be rooted in real life, relevant contexts to give meaning to the learning.
  • Planned through appropriate formats: drawing, templates, talking and mock-ups.

Make:

  • Children should be given a range of tools for their projects to choose from.
  • Children should use a wide range of materials and components; textiles, construction equipment and ingredients.

Evaluate:

  • Evaluate existing products.
  • Evaluate their own products against design criteria.

In KS2

Design:

  • Rooted in real life, relevant contexts to give meaning to the learning.
  • Researched designs based on functional, appealing products with purpose.
  • Planned by appropriate methods; annotated sketches, cross-sectional diagrams, prototypes, pattern pieces and computer aided design.

Make:

  • Children can select from a wider range of tools than KS1.
  • Children should use from and select a wider range of materials and components; textiles, construction equipment and ingredients.

Evaluate:

  • Evaluations should be in comparison to existing products.
  • Children should evaluate against a design criteria. 
  • Children should understand how key events and individuals have helped shape design and technology globally – products are in context.

Our onsite Forest School will link to developing design and technology skills, as children learn how to use a range of tools safely and effectively.

 

Impact – what will be the impact on learning?

Children have a clear understanding of the design process and a good grasp of how to evaluate, develop and improve ideas. Children are inspired to take risks in a safe environment. Outcomes can be evidenced in STEM books, showing how children have generated their ideas before evaluation has taken place. Work is displayed around the school and there is also photographic evidence. In addition, the Forest School leaders document evidence and assess children’s outcomes. Children’s work is assessed against the learning objectives and success criteria for each lesson. Children are encouraged to self and peer assess and teachers use feedback constructively.

Teachers are actively encouraged to seek CPD opportunities to improve their practice. Design Technology is monitored by the Federation subject lead.

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