Design and Technology

Design and Technology intent:

Design and Technology should provide children with a real life context for learning. At Myddle, we want to allow children to aspire to be more through creating opportunities for them in the wider world.

Through the DT curriculum, children should be inspired by engineers, designers, chefs and architects to enable them to create a range of structures, mechanisms, textiles, electrical systems and food products with a real life purpose.

Implementation:

All teaching of DT follows the design, make and evaluate (DME) cycle and each stage should be rooted in technical knowledge.

Design – The design process will be rooted in real life, relevant contexts to give meaning to learning.

Make – While making, children will be given choices and a range of tools to choose freely from where possible.

Evaluate – To evaluate, children should be able to evaluate their own products against a design criteria.

Each of these steps will be rooted in technical knowledge and vocabulary. DT is taught to a high standard, where each of the stages is be given equal weight. There will be evidence of each of these stages in the DME booklets which complement each unit. planning is organised to allow clear progression across the key stages as the children take their journey through each year group.

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!

Impact:

At Myddle, our children gain the key skills and knowledge as set out in the Design and Technology section of the National Curriculum.

We aspire that the children gain the knowledge and understanding of different skills and techniques required to become creative problem – solvers, both as individuals and as part of a team by designing and creating a variety of products using a safe approach.

They will have an understanding of the cross curricular elements within the subject and the importance of skills learnt in other areas of the curriculum and how they aid the design and make process.