Intent

Honilands Design and Technology is an inspiring subject that offers children the chance to work both individually and collaboratively to solve problems. Through the DT curriculum, children should be inspired by those involved in the design process: engineers, designers, chefs, and architects. This will enable them to develop a range of structures, mechanisms, textiles, electrical systems, and food products with real-world applications. They gain the knowledge and skills to research, design, make and evaluate their products. 

It helps children understand how the world has changed and that the products we use every day are designed and manufactured to meet their intended purposes. DT will inspire children to be innovative and equip them with the skills necessary to design and create their own products. DT will help children gain the skills and knowledge they need to excel in an evolving world.

Implementation

During the Foundation Stage:

Our Early Years provision recognises the importance of children having daily access to a range of media and materials both indoors and outdoors. Pupils will learn to safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. New skills will be taught alongside the core books, and children will then have the opportunity to practise these new skills independently. Children will be encouraged to apply what they learn about media and materials in original ways, considering their uses and purposes. As part of the ELG ‘Creating with Materials’, they will also be encouraged to explain the processes they have used behind their creations.

During Key Stage 1 

Through creative and practical activities, pupils will be taught the knowledge, understanding and skills needed to engage in a process of designing and making. Units of work follow the cycle of: Investigate, Design, Make and Evaluate. Pupils will be taught to make structures, use textiles and create healthy food.

Investigate

• Investigate and explore existing products. Discuss how and why they are made as they are. Be taught and explore the skills and technical knowledge required to create their own design.

Design

• design purposeful, functional products based on design criteria
• generate, develop, model and communicate their ideas through talking, drawing, templates and mock- ups

Make

• select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
• select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate

• evaluate their own and others’ products against the original design idea
• decide if and how the product could be improved

During Key Stage 2 

In KS2, children will build on the skills taught in KS1 using the same cycle of: Investigate, Design, Make and Evaluate. Units of work will deepen pupils’ knowledge of structures, textile design, healthy cooking and food origin, and develop their skills in mechanisms and electrical systems to create movement.

Investigate

• investigate and analyse a range of existing products
• understand how key events and individuals in design and technology have helped shape the world
• generate, develop, model and communicate their ideas on how products work through discussion, annotated sketches, cross-sectional and exploded diagrams,

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
• use prototypes, pattern pieces and computer-aided design

Make

• select from and use a wider range of tools and equipment to perform practical tasks accurately
• select from and use a wider range of materials and components, according to their functional properties and aesthetic qualities
• apply their understanding of how to strengthen, stiffen and reinforce more complex structures
• understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
• understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
• apply their understanding of computing to program, monitor and control their products

Evaluate

• evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

Planning:

• The school’s curriculum map shows the units to be covered each term.
• Lesson are planned to encourage children to research, design, make and evaluate their products.
• Skills will be explicitly taught, and opportunities will be planned for children to apply them independently.

Teaching:

• Flexible groupings are used during lessons, e.g. ability and mixed ability groups, paired work, guided and independent work and whole class work.
• PowerPoints/planning are annotated and adapted to support access for children with SEND, lower-attaining children, and those new to English. 
• A range of skills should be used to explore how products and designs are improved.
• Relevant vocabulary must be explicitly taught, evident in the classroom and used in discussion.
• Where tools are used, their use should be modelled by the teacher and how to keep safe explained.

Impact

Feedback:

• Peer and self-assessment using a purple pen
• Oral feedback
• Written feedback where needed

Assessment:

• AFL should be used in each lesson to determine whether skills have been understood and applied.
• Evaluation of the end product against the design brief.
• EYFS: Teachers and key workers make observations of pupils’ development in this subject and record them on Tapestry by taking photos of each lesson. Children's work is displayed in the classroom. D&T workstations are also located outdoors.