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Design and Technology
Intent
Our core aims for design and technology are to ensure that all children:
- To have an appreciation of design and technology.
- To be able to design their own designs using a specific design criterion.
- Evaluate, analyse and reflect about their own or other people’s work.
- To develop and have their own opinions and preferences based on their reflection of their own and other people’s work.
- To create their design using their plans.
- Think critically about design both their own and others.
- To 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.
Schemes, programme and resources used to support Design and Technology:
- Kapow Primary Design and Technology Scheme
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.
Progression of Skills and Knowledge
Year 1 |
Year 2 |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
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Draw and plan what they are going to make.
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Design and generate their own plan and be creative, not just stick to the design criteria. |
Design and generate their own plan and be creative, not just stick to the design criteria. |
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Make
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Evaluate
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Be able to talk about their design and why they like it. Know what the words evaluate means! Compare it to an original. |
Know what the words evaluate means! Evaluate their product and say what they would change. |
Know what the words evaluate means! Evaluate their product and say what they would change. |
Know what the words evaluate means! Evaluate their product and say what they would change. |
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Technical Knowledge |
Understand the vocabulary e.g: what a slider is and describe what they are making. |
Understand the vocabulary e.g: what a slider is and describe what they are making. |
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Apply their understanding of computing to program, monitor and control their products. |
Apply their understanding of computing to program, monitor and control their products. |
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Cooking and nutrition |
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.
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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 |
Allow the children to become aware of dough and how it is made Give the children opportunities to taste all that is required. |
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 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 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. |
Design & Technology Topics by Year Group
Year group |
Nursery |
Reception |
Year 1 |
Year 2 |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
Autumn 1 |
Autumn
Structures
Value – Individual Liberty Learning Habit - Resilience EDI – Equity |
Classroom
Structures
Value – Individual Liberty Learning Habit - Resilience EDI – Equity |
Constructing a Windmill
Structures
Value – Individual Liberty Learning Habit - Resilience EDI – Equity |
Baby Bear’s Chair
Structures
Value – Individual Liberty Learning Habit - Resilience EDI – Equity |
Constructing a Castle
Structures
Value – Individual Liberty Learning Habit - Resilience EDI – Equity |
Pavilions
Structures
Value – Individual Liberty Learning Habit - Resilience EDI – Equity |
Bridges
Structures
Value – Individual Liberty Learning Habit - Resilience EDI – Equity |
Playground
Structures
Value – Individual Liberty Learning Habit - Resilience EDI – Equity |
Autumn 2 |
Sparkle and Shine
Mechanisms
Value – Mutual Respect Learning Habit – Team Work EDI – Equality |
Scary Night
Mechanisms
Value – Mutual Respect Learning Habit – Team Work EDI – Equality |
Making a Moving Story Book
Mechanisms
Value – Mutual Respect Learning Habit – Team Work EDI – Equality |
Fairground Wheel
Mechanisms
Value – Mutual Respect Learning Habit – Team Work EDI – Equality |
Pneumatic Toys
Mechanical Systems
Value – Mutual Respect Learning Habit – Team Work EDI – Equality |
Making a Slingshot Car
Mechanical Systems
Value – Mutual Respect Learning Habit – Team Work EDI – Equality |
Making a Pop-Up Book
Mechanical Systems
Value – Mutual Respect Learning Habit – Team Work EDI – Equality |
Automata Toys
Mechanical Systems
Value – Mutual Respect Learning Habit – Team Work EDI – Equality |
Spring 1 |
Winter
Textiles
Value – Democracy Learning Habit – Resilience EDI – Inclusion |
Finger Puppets
Textiles
Value – Democracy Learning Habit – Resilience EDI – Inclusion |
Puppets
Textiles
Value – Democracy Learning Habit – Resilience EDI – Inclusion |
Pouches
Textiles
Value – Democracy Learning Habit – Resilience EDI – Inclusion |
Cushions
Textiles
Value – Democracy Learning Habit – Resilience EDI – Inclusion |
Fastenings
Textiles
Value – Democracy Learning Habit – Resilience EDI – Inclusion |
Stuffed Toys
Textiles
Value – Democracy Learning Habit – Resilience EDI – Inclusion |
Waistcoats
Textiles
Value – Democracy Learning Habit – Resilience EDI – Inclusion |
Spring 2 |
What can I grow?
Food
Value – Mutual Respect Learning Habit - Responsibility EDI – Inclusion |
Ready Steady Grow
Food
Value – Mutual Respect Learning Habit -Responsibility EDI – Inclusion |
Wheel and Axles
Mechanisms
Value – Mutual Respect Learning Habit – Team Work EDI – Equality |
Making a Moving Monster
Mechanism
Value – Mutual Respect Learning Habit – Team Work EDI – Equality |
Electric Poster
Electrical Systems
Value – Individual Liberty Learning Habit – Responsibility EDI – Equity |
Torches
Electrical Systems
Value – Individual Liberty Learning Habit – Responsibility EDI – Equity |
Doodlers
Electrical Systems
Value – Individual Liberty Learning Habit – Responsibility EDI – Equity |
Steady Hand Game
Electrical Systems
Value – Individual Liberty Learning Habit – Responsibility EDI – Equity |
Summer 1 |
Build It
Mechanisms
Value – Mutual Respect Learning Habit – Team Work EDI – Equity |
Mini beasts
Mechanisms
Value – Mutual Respect Learning Habit – Team Work EDI – Equity |
Fruit and Vegetables
Food
Value – Mutual Respect Learning Habit -Responsibility EDI – Inclusion |
A Balanced Diet
Food
Value – Mutual Respect Learning Habit -Responsibility EDI – Inclusion |
Electric Charm
Digital World
Value – Mutual Respect Learning Habit -Responsibility EDI – Inclusion |
Mindful Moments Timer
Digital Word
Value – Mutual Respect Learning Habit -Responsibility EDI – Inclusion |
Monitoring Devices
Digital World
Value – Mutual Respect Learning Habit -Responsibility EDI – Inclusion |
Navigating the World
Digital World
Value – Mutual Respect Learning Habit -Responsibility EDI – Inclusion |
Summer 2 |
School Project
Value - Democracy Learning Habit - Reflection EDI – Diversity |
School Project
Value - Democracy Learning Habit - Reflection EDI – Diversity |
School Project
Value - Democracy Learning Habit - Reflection EDI – Diversity |
School Project
Value - Democracy Learning Habit - Reflection EDI – Diversity |
Eating Seasonally
Food Value Learning Habit EDI
School Project Value - Democracy Learning Habit - Reflection EDI – Diversity |
Adapting a Recipe
Food Value Learning Habit EDI
School Project Value - Democracy Learning Habit - Reflection EDI – Diversity |
What Could Be Healthier?
Food Value Learning Habit EDI
School Project Value - Democracy Learning Habit - Reflection EDI – Diversity |
Come Dine With Me
Food Value Learning Habit EDI
School Project Value - Democracy Learning Habit - Reflection EDI – Diversity |