Design and Technology is an inspiring, rigorous and practical subject. DT provides children with a real life context for learning. At St. Paul’s, 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. We aim to, where possible, link work to other subjects. The children are also given opportunities to reflect and evaluate their work and are encouraged to become innovators and risk-takers.
All teaching of DT follows the design (generate ideas), make and evaluate cycle. Each stage is rooted in technical knowledge. The design process is aimed at real life, relevant contexts to give meaning to learning. While making, children are given the opportunity to explore their ideas. To evaluate, children are able to evaluate their own products against a design criteria. Each of these steps have technical knowledge and vocabulary embedded in them. DT is taught to a high standard, where each of the stages is given equal weight where possible. There is evidence in each of these stages in the DT books, which also develop to show clear progression across the key stages as they are passed up through each year group. Opportunities will be sought to draw DT experience out of a wide range of activities e.g. outdoor learning, which allow children to apply their knowledge and skills in other real life contexts.
Early Years Foundation Stage
Design should be rooted in real life, relevant contexts to give meaning to the learning.
Children represent their own ideas, thoughts and feelings through their work in DT.
Children should be given a range of materials to experiment with.
Children learn to use appropriate tools for their age group safely.
Children evaluated and make adaptations to their work.
Key Stage 1
Design should be rooted in real life, relevant contexts to give meaning to the learning
Planned through appropriate formats: drawing, templates and talking.
Children should be given a range of tools for their projects to choose from.
Children should use a wide range of materials and components; textiles, construction equipment and ingredients.
Evaluate existing products.
Evaluate their own products against design criteria.
Key Stage 2
Rooted in real life, relevant contexts to give meaning to the learning.
Researched designs based on functional, appealing products with purpose.
Planned by appropriate methods e.g. annotated sketches
Children can select from a wider range of tools than KS1.
Children should use from and select a wider range of materials and components; textiles, construction equipment and ingredients.
Evaluations should also be in comparison to existing products.
Children should evaluate against a design criteria.
Children should understand how key events and individuals have helped shape design and technology.
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. 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.