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Design Technology

Home Curriculum Teaching and Learning Subjects Design Technology

Design & Technology @ Whitley Lodge First School

Statement of Intent

At Whitley Lodge First School, we believe that Design and Technology:

  • Is an inspiring, creative and practical subject.
  • Encourages children to learn, think, and intervene creatively to solve problems both as individuals and as members of a team.
  • Encourages pupils to use their creativity and imagination.
  • Enables pupils 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.
  • Strengthens cross-curricular links to other disciplines such as maths, science, engineering, computing and art.
  • Provides opportunities for children to reflect upon and evaluate past and present design technology, its uses and its effectiveness in our rapidly changing technological world.

Teaching Approaches

In EYFS, Design and Technology is taught via opportunities and enhancements in our continuous provision and more formally through adult-led activities (e.g., making a pop-up puppet or designing a new chair for Baby Bear). Stories are used as stimuli for group projects, and all children are encouraged to follow their own interests to solve personally relevant problems.

By the end of Key Stage 1, pupils should be taught to:

Design
  • Design purposeful, functional, appealing products for themselves and other users based on design criteria.
  • Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, ICT.
Make
  • Select from and use a range of tools and equipment to perform practical tasks (e.g., cutting, shaping, joining, finishing).
  • Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.
Evaluate
  • Explore and evaluate a range of existing products.
  • Evaluate their ideas and products against design criteria.
Technical Knowledge
  • Build structures, exploring how they can be made stronger, stiffer and more stable.
  • Explore and use mechanisms (e.g., levers, sliders, wheels and axles) in their products.
Cooking and Nutrition
  • Use the basic principles of a healthy and varied diet to prepare dishes.
  • Understand where food comes from.

By the end of Key Stage 2 (Year 4 at WLFS), pupils should be taught to:

Design
  • Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose and aimed at specific individuals or groups.
  • Generate, develop, model and communicate ideas through discussion, annotated sketches, diagrams, prototypes, pattern pieces and computer-aided design.
Make
  • Select from and use a wider range of tools and equipment to perform tasks accurately.
  • Select from and use a wider range of materials and components according to their functional properties and aesthetic qualities.
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 shaped the world.
Technical Knowledge
  • Apply understanding of how to strengthen, stiffen and reinforce complex structures.
  • Understand and use mechanical systems (e.g., levers and linkages) in their products.
  • Understand and use electrical systems (e.g., switches, bulbs, buzzers, motors).
  • Apply computing to program, monitor and control products.
Cooking and Nutrition
  • Understand and apply the principles of a healthy and varied diet.
  • Prepare and cook a variety of predominantly savoury dishes using different techniques.
  • Understand seasonality and know where and how a variety of ingredients are grown, reared, caught and processed.

Curriculum

The school delivers a range of units covering the National Curriculum objectives for each year group. Through a variety of creative and practical activities, children learn the knowledge, understanding and skills needed to engage in the iterative process of designing and making.

Projects are rooted in relevant contexts such as home, school, the local community, leisure, culture, enterprise, industry and the wider environment. In Key Stages 1 and 2, Design and Technology alternates half-termly with art and is delivered over a two-year cycle to ensure full curriculum coverage.

Purpose of Study

The National Curriculum for Design and Technology aims to ensure that all pupils:

  • Use 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.
  • Acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art.
  • Learn how to take risks and become resourceful, innovative, enterprising and capable citizens.
  • Develop a critical understanding of the impact of past and present design and technology on daily life and the wider world.
  • Recognise that high-quality design and technology education contributes to the creativity, culture, wealth and well-being of the nation.

The Role of the Subject Leader

The subject leader is responsible for:

  • Providing strategic direction for the subject.
  • Supporting colleagues with subject-related issues.
  • Monitoring pupil progress.
  • Attending subject development training.
  • Managing resources and subject spending.

They are given non-contact time to carry out their role, which includes staying current with national and local developments, reviewing teaching, ensuring curriculum coverage, planning progression and contributing to annual action plans based on monitoring and pupil feedback.

Inclusion

Pupils with additional needs engage in open-ended tasks at different rates and levels, with extra support as needed. More able pupils are provided with high-level challenges and problem-solving tasks to deepen and broaden their understanding.

Assessment

Assessment is ongoing and formative. Teachers assess during the iterative process of designing, making, and evaluating. Pupils are encouraged to self-assess and engage in peer evaluations using design criteria to improve their work.

Staff record progress using Sonar every other half term. In EYFS, children’s progress is tracked and recorded in the Early Years Profile at the end of Reception. Samples of work are saved digitally via SeeSaw and in individual DT portfolios, allowing children to revisit and reflect on their learning over time.