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Design Technology

D&T

“People who say it cannot be done should not interrupt those who are doing it.”     

George Bernard Shaw

Introduction

Design and technology prepares children to take part in the development of tomorrow’s rapidly changing world. Creative thinking encourages children to make positive changes to their quality of life. The subject encourages children to become autonomous and creative problem-solvers, both as individuals and as part of a team. It enables them to identify needs and opportunities and to respond by developing ideas, and eventually making products and systems. Through the study of design and technology they combine practical skills with an understanding of aesthetic, social and environmental issues, as well as of functions and industrial practices. This allows them to reflect on and evaluate present and past design and technology, its uses and its impacts. Design and technology helps all children to become discriminating and informed consumers and potential innovators.

Intent

“Our DT curriculum intends to develop pupils who are confident and innovative designers”

Design and Technology (DT) is an inspiring, rigorous and practical subject. DT encourages children to learn to think and intervene creatively to solve problems both as individuals and as part of a team. At Redby Academy, we encourage children to use their creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. We aim to, wherever possible, link work to other subjects such as mathematics, science, engineering, computing, history and art. The children are also given opportunities to reflect upon and evaluate past and present design technology, its uses and its effectiveness and are encouraged to become innovators and risk-takers.

At Redby Academy, we aim to provide children with:

  • the ability to perform everyday tasks confidently and to be able to participate successfully in an increasingly technological world.
  • provide our children with the knowledge, understanding and skills to design and make a wide range of products, using various materials and construction techniques.
  • Opportunities to effectively evaluate and test their ideas and products.
  • Understand the importance of nutrition and how to prepare meals.

 

Cultural Capital

Cultural capital is defined by Ofsted as: “the essential knowledge that pupils need to be educated citizens”, (Ofsted, 2019)

At Redby, we aim to provide our children with the knowledge, skills and confidence to become successful “creative thinkers” in our ever-changing technological world and society, with the aim for them to be able to draw on their past experiences and skills developed over time for future use in the world of work.

Implementation

Through a variety of creative and practical activities, we teach the knowledge, understanding and skills needed to engage in an iterative process of designing and making. The children work in a range of relevant contexts (e.g. home, various environments in school and the wider environment). 

 

When designing and making, the children are taught to: 

 

Design 

  • use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups 
  • generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional diagrams, prototypes, pattern pieces and computer-aided design.

Make 

  • select from and use a wider range of tools and equipment to perform practical tasks

(for example, cutting, shaping, joining and finishing) accurately 

  • select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Evaluate 

  • investigate and analyse a range of existing products 
  • evaluate their ideas and products against their own design criteria and consider the views of others to improve their work 
  • understand how key events and individuals in design and technology have helped shape the world 

Technical knowledge 

  • apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • understand and use mechanical systems in their products 
  • understand and use electrical systems in their products 
  • apply their understanding of computing to program, monitor and control their products

 

Key skills and key knowledge for D and T have been mapped across the school to ensure progression between year groups.  This also ensures that there is a context for the children’s work in Design and Technology; that they learn about real life structures and the purpose of specific examples, as well as developing their skills throughout the programme of study. Design and technology lessons are also taught as a block so that children’s learning is focused and the end goal is clear to the children throughout each unit of work.

 

Impact

 

We ensure the children

  • 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 and 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. Children will design and make a range of products. A good quality finish will be expected in all design and activities made appropriate to the age and ability of the child

 

Children learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

 

 

EYFS

In EYFS, children are free to explore different materials and ways of constructing an idea within designated ‘making areas’. The children in particular love finding ways to turn recycling materials into creative products, known as ‘junk modelling’. The children show passion and dedication to their own ideas, reflecting their own personal interests.  The children are encouraged to make and design their own ideas independently, adopting a ‘have a go’ approach to DT, to allow them to explore different effective ways of; joining, labelling, gluing, scrunching, bending, sticking, curling and folding materials to create their desired effect.

They are encouraged to: 

  • Ask for help and to share their methods of making
  • To share resources
  • To design, make and create a product together
  • Become confident in exploring and accessing different materials and tools

SEND

We aim to create a learning environment that is inclusive and accessible for all pupils. Lessons will be taught in a way that is educational, sensitive yet enjoyable and teachers will remain inclusive and meet the needs all children. This is achieved by creating a space that feels safe and will encourage all children to explore their emotions and ask questions through carefully and appropriately planned lessons.  

 

Additional Web Links

https://www.foodafactoflife.org.uk/

https://www.stem.org.uk/home-learning/secondary-design-technology

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