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Intention

Design and Technology is an inspiring, rigorous and practical subject. Design and Technology encourages children to learn to think and intervene creatively to solve problems both as individuals and as members of a team. At Field Lane, 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 disciplines such as mathematics, science, engineering, computing 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. Children are given time to test their own products and make adjustments which enable them to change their designs and improve their end product. By looking at the work of others and giving praise to celebrate success, and words of advice when products need further work, enable children to become evaluative learners.

“If you are not prepared to be wrong, you will never come up with anything original.” Sir Ken Robinson

Implementation

Our bespoke Design and Technology curriculum is designed using the key skills, knowledge and concepts required by the National Curriculum. It is organised to ensure that skills and concepts are taught sequentially across the key stages. At Field Lane, Design and Technology is planned in learning blocks within a termly topic, so that skills can be learnt and developed to a deeper level over a sustained period of study. Lessons are often taught discretely and then opportunities for exploring and making are provided within Smart Time. Ideas and designs are collected in the child’s sketch book alongside a photograph and evaluation of the end product. Each topic is driven by an overall key question which requires the children to reflect on their exploration of products and designs, so that they can apply their learning to their own designs and thus generate their own answers. The children design and create products that consider function and purpose and take into account the audience for which the product is intended. They are encouraged to consider how to present their ideas effectively; how their design can change lives and what impact does the design have on the environment.

There is a strong link to our main aims of building resilience and social responsibility.

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, as well as chopping and slicing) accurately.

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

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

• Understand some of the ways that food can be processed and the effect of different cooking practices .

Each stage of the process is initiated by a deep thinking question which encourages children to reflect on what they have learned and identify the next steps they need to take. The children are given opportunities to evaluate their own designs and products based on a clear set of criteria. They use knowledge from exploration to create their own designs and they then use a wide range of materials and tools to build their own products. Each of the topics are designed to be relevant, motivating and engaging for the children and inclusive of all groups of children and individuals across the school.

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.

Learning is assessed through the analysis of the pupil’s ability to evaluate, design, make and improve their own work.

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