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Design and Technology

Intent  

Our core aims for design and technology are to ensure that all children:  

  • Have an appreciation of design and technology. 

  • Are able to design their own designs using a specific design criterion. 

  • Evaluate, analyse and reflect about their own or other people’s work.   

  • Develop and have their own opinions and preferences based on their reflection of their own and other people’s work. 

  • Create their design using their plans. 

  • Think critically about design both their own and others. 

  • Have technical knowledge in using a range of tools and mediums. 

Implementation  

We believe the following are key ingredients in developing competent designers at Sayes Court: effective lessons in which children are given the opportunity to use technical vocabulary and skills; independent designing; comparing their designs with each other’s to create a product; sharing ideas; evaluating their own work and others; exposure to a variety of materials and tools; ongoing training for all adults and robust assessment.   

What this looks like in practice:   

  • Children will be inspired and challenged whilst equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. 

  • 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.  

  • To be able to motivate their creative choices and prove where possible through evaluating, analysing and self-reflecting on their work.  

  • In Early Years the children will safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Being imaginative - children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through best practice and activity ideas. 

  • Lessons allow our children to become familiar with the knowledge around designing and making.  

  • Children will design independently with the help of a design criteria. 

  • In Key Stage 2, children will be given the opportunity to design their own work by researching and developing a design that is innovative and fit for purpose.  

  • This will instil confidence in our children and allow them to become young designers and feel proud of their creations. 

  • Lessons are differentiated to support children needs. SEN children have access to more support from adults, word banks and at times more of a practical approach 1:1 or in small groups. 

  • Children research and do readings around their products to ensure that they have the best knowledge of their product before the designing process. 

  • Children are assessed through teacher assessment. This is evident through the stepping stones in the front of the books that teachers use to assess the children after each lesson. 

Schemes, programme and resources used to support Design and Technology: 

  • Cornerstones 

  • Kapow Primary 

To find out more about these schemes and programmes, click on the relevant links below:  

Impact:  

The impact of our design and technology curriculum is as follows: 

  • Our children make good progress in design and attain in line with or above their peers. 

  • Our children develop design skills and techniques early on in school. 

  • Our children develop a love for design. 

  • Our children are able to use their design skills across the curriculum. As a result of this, learning in all areas is enhanced.  

SMSC in design and technology:  

Spiritual development: 

design and technology at Sayes Court School is intended to develop on the children’s ability to enquire and communicate their ideas through designing and making during various activities. Various projects are carefully planned to encourage a sense of excitement and fascination in learning about not only the children’s own cultures and beliefs but also others in the world around them. design and technology also encourages the use of imagination and creativity in learning.  

Moral development:

Various design and technology projects will not only promote the children’s understanding of different design skills and cultures but to develop their respect through understanding their influence, creativity and methods. Through discussions the children are encouraged to be critical of designer’s work whilst also learning the etiquette of how to still be respectful of others.   

Social development:

Design and technology is promoted through displays, presentations and encouraging the children to not only congratulate others but also to be proud of their own achievements and efforts. They will work independently and collaboratively to create and evaluate their designs which will help them to develop on their skills as designers. 

Cultural development:

By exploring different designers, the children can gain knowledge of different cultures, learning tolerance and understanding of their diversity.  

Human Capital in design and technology  

Our children at Sayes Court are able to make a variety of products that would work in the real world. They are taught valuable life skills such as sewing, sawing and how to follow a plan. In cooking, children have the opportunity to learn about different food groups, where food comes from and basic food hygiene. Children learn how to use kitchen equipment safely and how to make simple meals. 

Educational Visits:  

The children will get the opportunity to use their knowledge and skills that they have been taught in the classroom and apply it during an educational visit workshop. This could be, for example, to a museum where they will make a specific product and test them.

Progression of skills and knowledge:

 

Year 1 

Year 2 

Year 3  

Year 4  

Year 5  

Year 6  

 

Design 

Developing, planning and communicating ideas.  

 

  • Draw on their own experience to help generate ideas through talking, drawing, mock templates and mock ups.  

  • Suggest ideas and explain what they are going to do  

  • Identify a target group for what they intend to design and make  

  • Model their ideas in card and paper  

  • Develop their design ideas from a design criteria and apply findings from their earlier research  

 

 

 

Draw and plan what they are going to make. 

 

 

  • Draw on their own experience to help generate ideas through talking, drawing, mock templates and mock ups.  

  • Generate ideas by drawing on their own and other people's experiences  

  • Develop their design ideas through discussion, observation, drawing and modelling  

  • Identify a purpose for what they intend to design and make  

  • Identify simple design criteria and use this to design their own and apply findings from earlier research 

  • Make simple drawings and label parts  

 

Draw and plan what they are going to make. 

 

  • Generate ideas for an item, considering its purpose and the user/s  

  • Identify a purpose and establish criteria for a successful product, who is it for? 

  • Plan the order of their work before starting to ensure it is fit for purpose 

  • Explore, develop and communicate design proposals by modelling ideas  

  • Make drawings with labels when designing, why they want to use the materials and why it is fit for purpose.  

  • Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross sectional. 

 

 

Design and generate their own plan and be creative, not just stick to the design criteria. 

  •  Generate ideas, considering the purposes for which they are designing  

  • Make labelled drawings from different views showing specific features why they want to use the materials and why it is fit for purpose. 

  • Develop a clear idea of what has to be done, planning how to use materials, equipment and processes, and suggesting alternative methods of making, if the first attempts fail  

  • Evaluate products and identify criteria that can be used for their own designs  

  • Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross sectional. 

 

Design and generate their own plan and be creative, not just stick to the design criteria. 

  • Generate ideas through brainstorming and identify a purpose for their product  

  • Draw up a specification for their design using annotated drawings and sketches 

  • Develop a clear idea of what has to be done, planning how to use materials, equipment and processes, and suggesting alternative methods of making if the first attempts fail  

  • Use results of investigations, information sources, including ICT when developing design ideas 

  • Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross sectional, prototypes, pattern pieces and computer aided design. 

 

Design and generate their own plan and be creative, not just stick to the design criteria. 

 

  • Generate ideas through brainstorming and identify a purpose for their product  

  • Draw up a specification for their design using annotated drawings and sketches 

  • Develop a clear idea of what has to be done, planning how to use materials, equipment and processes, and suggesting alternative methods of making if the first attempts fail  

  • Use results of investigations, information sources, including ICT when developing design ideas 

  • Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross sectional, prototypes, pattern pieces and computer aided design. 

  • Communicate their ideas through detailed labelled drawings  

  • Develop a design specification  

  • Explore, develop and communicate aspects of their design proposals by modelling their ideas in a variety of ways  

  • Plan the order of their work, choosing appropriate materials, tools and techniques  

Design and generate their own plan and be creative, not just stick to the design criteria. 

 

Make 

Working with tools, equipment, materials and components to make quality products (inc-food)  

 

  • Make their design using appropriate techniques  

  • With help measure, mark out, cut and shape a range of materials  

  • Use tools eg scissors and a hole punch safely  

  • Assemble, join and combine materials and components together using a variety of temporary methods e.g. glues or masking tape  

  • Select and use appropriate fruit and vegetables, processes and tools  

  • Use basic food handling, hygienic practices and personal hygiene  

  • Use simple finishing techniques to improve the appearance of their product such sewing. 

 

Teach them how to hold a sewing needle, thread it and then stich. 

Hold scissors and cut different materials. 

 

 

 

  • Begin to select tools and materials; use vocab' to name and describe them  

  • Measure, cut and score with some accuracy  

  • Use hand tools safely and appropriately  

  • Assemble, join and combine materials in order to make a product  

  • Cut, shape and join fabric to make a simple garment such as a fabric face. Use basic sewing techniques  

  • Follow safe procedures for food safety and hygiene  

  • Choose and use appropriate finishing techniques  

 

Teach them how to hold a sewing needle, thread it and then stich. 

 

 

 

  • Select tools and techniques for making their product for example, cutting, shaping, joining and finishing. 

  • Select from a wide range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities. 

  • Measure, mark out, cut, score and assemble components with more accuracy  

  • Work safely and accurately with a range of simple tools  

  • Think about their ideas as they make progress and be willing change things if this helps them improve their work  

  • Measure, tape or pin, cut and join fabric with some accuracy  

  • Demonstrate hygienic food preparation and storage  

  • Use finishing techniques strengthen and improve the appearance of their product using a range of equipment including ICT  

Select the tools/ materials and be able to reason for their choice. 

 

 

  • Select appropriate tools and techniques for making their product  

  • Measure, mark out, cut and shape a range of materials, using appropriate tools, equipment and techniques to perform practical tasks 

  • Join and combine materials and components accurately in temporary and permanent ways  

  • Measure, tape or pin, cut and join fabric with some accuracy  

  • Use simple graphical communication techniques  

Select the tools/ materials and be able to reason for their choice. 

 

  • Select appropriate materials, tools and techniques and understand the properties in order to say why they have chosen it 

  • Select materials from and including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities. 

  • Measure and mark out accurately  

  • Use skills in using different tools and equipment safely and accurately  

  • Weigh and measure accurately (time, dry ingredients, liquids)  

  • Apply the rules for basic food hygiene and other safe practices e.g. hazards relating to the use of ovens  

  • Cut and join with accuracy to ensure a good-quality finish to the product  

Select the tools/ materials and be able to reason for their choice. 

 

 

 

 

  • Select appropriate tools, materials, components and techniques and understand the properties in order to say why they have chosen it 

  • Select materials from and including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities 

  • Assemble components make working models  

  • Use tools safely and accurately  

  • Construct products using permanent joining techniques  

  • Make modifications as they go along  

  • Pin, sew and stitch materials together create a product  

  • Achieve a quality product that is fit for purpose and meets the success criteria of their own design plan 

Select the tools/ materials and be able to reason for their choice. 

 

 

Evaluate  

 

 Evaluating processes and products  

 

  • Evaluate and explore a range of existing products 

  • Evaluate their product by discussing how well it works in relation to the purpose  

  • Evaluate their products as they are developed, identifying strengths and possible changes they might make  

  • Evaluate their product by asking questions against a design criteria about what they have made and how they have gone about it  

 

Be able to talk about their design and evaluate it. 

 

  • Evaluate against their own design against a design criteria 

  • Evaluate their products as they are developed, identifying strengths and possible changes they might make  

  • Talk about their ideas, saying what they like and dislike about them  

  • Evaluate and explore a range of existing products 

 

 

Be able to talk about their design and why they like it. Know what the words evaluate means! Compare it to an original.  

  • Investigate and analyse a range of existing products 

  • Evaluate their product against original design criteria e.g. how well it meets its intended purpose  

  • Consider the views of others to improve their work 

  • Disassemble and evaluate familiar products  

  • Understand how key events and individuals in design and technology have helped shape the world 

 

Know what the words evaluate means! Evaluate their product and say what they would change. 

  • Investigate and analyse a range of existing products 

  • Evaluate their work both during and at the end of the assignment  

  • Evaluate their products by carrying out appropriate tests  

  • Consider the views of others to improve their work 

  • Understand how key events and individuals in design and technology have helped shape the world 

 

 

Know what the words evaluate means! Evaluate their product and say what they would change. 

  •  Investigate and analyse a range of existing products 

  • Evaluate a product against the original design specification  

  • Evaluate it personally and seek evaluation from others  

  • Understand how key events and individuals in design and technology have helped shape the world 

  •  

Know what the words evaluate means! Evaluate their product and say what they would change. 

  • Investigate and analyse a range of existing products 

  • Evaluate their products, identifying strengths and areas for development, and carrying out appropriate tests  

  • Record their evaluations using drawings with labels  

  • Evaluate against their original criteria and suggest ways that their product could be improved  

  • Understand how key events and individuals in design and technology have helped shape the world 

Know what the words evaluate means! Evaluate their product and say what they would change. Compare it to the original and state which one works better, why? 

 

 

Technical Knowledge 

  • Build structures to explore how they can be made stronger, stiffer and more stable 

  • Explore and use mechanisms for example levers, sliders and axels in their products. 

 

Understand the vocabulary e.g: what a slider is and describe what they are making. 

  • Build structures to explore how they can be made stronger, stiffer and more stable 

  • Explore and use mechanisms for example levers, sliders and axels in their products. 

 

Understand the vocabulary e.g: what a slider is and describe what they are making. 

  • Understand and use electrical systems in their products for example incorporating switches, bulbs, buzzers and motors 

 

  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures. 

  • Understand and use mechanical systems in their products for example, gears, pulleys, cams, levers, linkages. 

 

  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures. 

  • Understand and use mechanical systems in their products for example, gears, pulleys, cams, levers, linkages. 

  • Understand and use electrical systems in their products for example incorporating switches, bulbs, buzzers and motors 

Apply their understanding of computing to program, monitor and control their products. 

  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures. 

  • Understand and use mechanical systems in their products for example, gears, pulleys, cams, levers, linkages. 

  • Understand and use electrical systems in their products for example incorporating switches, bulbs, buzzers and motors 

Apply their understanding of computing to program, monitor and control their products. 

Cooking and nutrition  

  • Use the basic principles of a basic and varied diet to prepare dishes 

  • To understand where food comes from 

Basic skills such as safety in the kitchen. Walk, don’t run, adults use sharp objects, teach them how to hold a knife and to cut. 

Allow the children to become aware of fruit and what they are called- describe them. 

Give the children opportunities to taste all that is required. 

 

  • Use the basic principles of a basic and varied diet to prepare dishes 

To understand where food comes from 

Basic skills such as safety in the kitchen. Walk, don’t run, adults use sharp objects, teach them how to hold a knife and to cut. 

Allow the children to become aware of fruit and what they are called- describe them. 

Give the children opportunities to taste all that is required. 

Grow your own vegetables for your gardens 

  • Understand and apply the principles of a varied diet 

  • Prepare and cook a range of predominately savoury dishes using a range of cooking techniques 

  • Understand seasonality and know where and how a variety of ingredients are grown 

Allow the children to become aware of dough and how it is made  

Give the children opportunities to taste all that is required. 

  • Understand and apply the principles of a varied diet 

  • Prepare and cook a range of predominately savoury dishes using a range of cooking techniques 

Understand seasonality and know where and how a variety of ingredients are grown 

Allow the children to become aware of dough and how it is made  

Give the children opportunities to taste all that is required. 

  • Understand and apply the principles of a varied diet 

  • Prepare and cook a range of predominately savoury dishes using a range of cooking techniques 

Understand seasonality and know where and how a variety of ingredients are grown 

Allow the children to become aware of ingredients, what they are used for and how we use them. 

Give the children opportunities to taste all that is required. 

  • Understand and apply the principles of a varied diet 

  • Prepare and cook a range of predominately savoury dishes using a range of cooking techniques 

Understand seasonality and know where and how a variety of ingredients are grown 

Allow the children to become aware of ingredients, what they are used for and how we use them. 

Give the children opportunities to taste all that is required. 

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