Design & Technology
“Good design is actually a lot harder to notice than poor design, in part because good designs fit our needs so well that the design is invisible.”
Don Norman
At Stanton Road, we want our children to think like designers and use their creativity, resourcefulness and imagination to design and make products, solving problems in a range of contexts and using a range of equipment. Children will learn how to evaluate products and discuss the work of designers in order to develop an understanding of the impact of Design and Technology on daily life. They will use products evaluated as inspiration for their own designs, drawing on the disciplines of other subjects including mathematics, science, computing and art.
Through Design and Technology, children are given opportunities to design, make, test, amend and evaluate products for a purpose, using creativity and imagination. Our curriculum is sequenced to enable children to revisit and draw upon their previous learning experiences and make connections, supporting retention of knowledge and skills. Our Design and Technology curriculum provides children with opportunities to develop their skills using a range of media and materials and gives them the opportunity to explore and evaluate different creative ideas. Children develop their knowledge of the styles and techniques used by a variety of designers, chefs, architects, engineers and craftspeople. By studying Design and Technology, pupils learn how to assess risk and become resourceful, innovative, enterprising and capable citizens.
The teaching of design and technology at Stanton Road begins with and builds on the Early Learning Goals for Technology and Exploring and using Media within the EYFS. We provide a range of experiences that encourage exploration, observation, problem-solving, critical thinking and discussion. These activities, indoors and outdoors, attract pupils’ interest and curiosity. Activities are linked to children’s interests and experiences give children experiences working with different materials, using simple tools such as scissors and joining materials when making models.
Throughout Key Stage 1 and Key Stage 2, the Design and Technology curriculum is based around five areas, enabling pupils to make connections and build upon their knowledge and skills across an academic year and from one year group to another.
These areas are:
● Structures- build strong, stable structures designed to carry a load
● Mechanisms - understand and use mechanical systems for example, gears, pulleys, cams, levers, axles, wheels
● Textiles- weaving, applique, attaching fabrics
● Electrical systems- understand and use electrical systems in their products, for example series circuits incorporating switches, bulbs and motors
● Cooking and Nutrition- prepare dishes using a range of cooking techniques and ingredients that are affordable and readily available
Each unit of work will begin with a ‘Design Brief’, introducing the design and make task, to solve a real or relevant problem. Children will then follow a set of processes to produce a product.
The processes are:
● Research- explore- disassemble, investigate existing and historical products
● Design- functional, appealing products linked to a design brief
● Technical Knowledge- apply technical understanding to develop structures, mechanisms and incorporate electrical systems into products
● Make- select tools, equipment, materials and components to perform practical tasks
● Evaluate- processes, products
Each ‘Design Brief’ will begin with research and design. Year group specific skills are detailed for this stage. Where possible, market research will be conducted at this stage. ‘Design Briefs’ will focus upon technical skills and making linked to one of the five areas. Processes and products will be evaluated by children and their target audience where possible.
At Stanton Road, children have the opportunity to record their learning in a variety of ways, within their Design and Technology books. Evidence of the learning is dependent on the lesson outcome, year group and the knowledge and skills being developed. This can be in the form of a fact file of studied craftsman, focused skill being practised, prototypes or final products produced.
Assessment
Through the explicit teaching of the design skills, both teachers and children assess their learning continuously throughout the lesson. At the end of the unit, children will have completed a piece of work based on their learning, which they will test and evaluate against the design brief.
Curriculum Champions
The DT curriculum champion will conduct regular evaluations of our DT Curriculum, which include lesson drop ins, pupil panels and book looks to measure the impact of our teaching, by assessing whether our children know more and can remember more.