Preparing children to take part in the development of the rapidly changing world is important and through design and technology children will be encouraged to become creative problem-solvers, both as individuals and as part of a team. Developing skills in creative thinking provides children with the potential to make positive changes to their quality of life. It enables them to identify needs and opportunities and to respond by developing ideas, which eventually leads to making products and systems. This allows them to reflect on and evaluate present and past design and technology, its uses and its impacts. We believe that through design and technology children should have opportunities to undertake a range of practical tasks and develop an understanding of the importance of safety when working with tools and equipment.
Through the effective teaching of design and technology, children will:
•Develop imaginative thinking, in order to talk about what they like and dislike when designing and making
•Talk about how things work, draw and model their ideas
•Select appropriate tools and techniques for making a product, whilst following safe procedures
•Develop an understanding of technological processes, products, their manufacture and their contribution to our society
•To enjoy the satisfaction and understand the purpose in designing and making.
In addition to half-term or termly projects, design and technology will at times be related to topic work or other cross-curricular links. Children will always follow a 3 step approach in their work. Beginning with design, where the children will be encouraged to reflect and improve on their work as they go, they will then use taught and developed skills to create their product, developing confidence in their work with a range of tools and materials. Finally children will evaluate and analyse their work, reflecting on what they have learnt and what could be improved. How perceptively they do these things and with how much precision and accuracy is determined by their ability level and whether they are in the lower or upper key stage.
Across the key stage children will be taught progressively more complex and demanding practical knowledge, skills and crafts, working in 6 different areas. These areas are: food and cookery; materials; textiles; horticulture; electricals and electronics; construction and mechanics.
Contribution to other subjects
Relevant and creative links with English, Maths, Science, ICT , PSCHE and SMSC will be detailed in the term overviews, challenge sheets and planned units of work but include the following:
D&T is a useful vehicle for teaching aspects of English. Through the use of recounted texts, instructions and non-chronological reports pupils should consolidate their skills in reading and further develop their application skills of these features in their writing.
D&T provides ample opportunities for the practical application of mathematics.
Pupils are encouraged to choose and use appropriate ways of calculating measurement and distances and to check the results of their calculations. They may also be required to read and interpret scales, identify position and direction.
Opportunities for pupils to use ICT are identified in the scheme. To develop pupils’ skills, knowledge and understanding in ICT, pupils have access to a range of activities including those where they will apply their understanding of computing to program, monitor and control their products.
Through their work in food technology children will be able to make direct links with their understanding of the body and how it needs a healthy and nutritious balanced diet to function properly. They will apply current healthy eating messages and consider nutritional needs when undertaking food preparation tasks.
Through their work in design and technology children will understand the importance of sustainability and how to minimize waste. This will help to create an ethos of responsibility on a local, national and global scale. They will be challenged, whilst being encouraged to be enterprising and innovative in their designing and making, and also having regard for sustainability and environmental issues in the twenty-first century.
Spiritual, moral, social and cultural development:
Where possible D&T activities are used to encourage pupils to recognise and value their own and other people’s creativity and understand the tensions between material & non-material needs that may occur when designing. They are encouraged to recognise the need to consider the views of others when discussing design ideas and explore the contribution of products to the quality of life within different cultures. Pupils are encouraged to manage their environment to ensure the health and safety of themselves and others, to develop their sense of responsibility in following safe procedures and understand both the importance of personal hygiene and how to work hygienically.