Intent: What we want to achieve through teaching in Design and Technology
At Laceyfields, it is our intent when teaching Design and Technology that children will be engaged in purposeful learning experiences. They will engage in the process of design, production and evaluation, whilst learning how to manage and control risks within a safe environment and become innovative in their creations, learning skills that they will continue to develop in life.
Implementation – How we do it here
At Laceyfields, in Design and Technology children practise a wide range of skills such cutting different fabrics, joining two materials, food processing, sewing and using mechanisms. In EYFS, children learn how to cut and join, building models based on their own ideas through continuous provision. In KS1, children develop this further by studying prototypes and working out how they have been made. Children are encouraged to give opinions so that they can generate their own ideas. They follow the design process so that they can give deliberate thought to the purpose of their own design before planning, selecting tools and materials to produce the final design. Problem solving is integral to the process and children learn to amend their designs and learn from setbacks from design flaws. The theme for the design may be linked to the key text in English or to other foundation subjects, for example, making a healthy breakfast linked with Science.
Impact: How we will see effective Design and Technology teaching
Our children will be ready for the next stage in their education knowing some basic life-skills, giving them the foundations to have the confidence to innovate. They will combine and apply a range of principals to create something that is unique to them. |
The Big Ideas in Design and Technology
| F | Y1 | Y2 |
Design |
To be able to have an idea or purpose for what they want to make.
| To generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups.
Core knowledge
Use own ideas to design something.
Describe how their own idea works.
Design a product which moves.
Explain to someone else how they want to make their product.
Make a simple plan before making. | To design purposeful, functional, appealing products for themselves and other users based on design criteria
Core knowledge Understand the purpose of their product Think of an idea and plan what to do next Explain why they have chosen specific textiles or materials Draw a simple design and label the parts of their product |
Make | To be able to can use scissors
To be able to join different materials using a range of techniques
| To use scissors to cut straight, corners and curved lines on paper and thin card.
To use PVA, sticky tape, masking tape etc. to join materials.
To use a range of materials to make models with wheels and axles
Core knowledge Use own ideas to make something
Use tools safely
Assemble and join materials using a variety of methods
| To be able to use scissors to cut straight, corners and curved lines on different materials
To be able to use a template.
To begin to use basic sewing techniques.
To be able to use construction kits to make vehicles which have free running wheels.
Core knowledge Choose tools and materials and explain why they have chosen them.
Join materials and components in different ways.
Can identify and name a simple selection of hand tools.
Carry out finishing techniques that have been modelled by the teacher.
Cut and join fabric to make a simple product.
Use simple sewing techniques.
|
Cooking and nutrition | To practice good food hygiene with support.
To begin to use a range of cooking techniques with support such as pouring mixing stirring.
To use knives safely to cut and spread
To develop food vocabulary using taste, smell, texture and feel
To develop and understanding of healthy and unhealthy foods in a balanced diet
| To understand the importance of hygiene in handling foods, washing hands, wearing an apron
To be able to use different grips for cutting and stirring
To be able to explain the five food groups
Core knowledge
Cut food safely
Know where fruit and vegetables come from
Use basic food handling, hygiene practices and personal hygiene | To practice good food hygiene
To use simple food processing skills such as cutting, grating, slicing, washing.
To know what a balanced diet is
To being to explain food origins
Core knowledge Weigh ingredients to use in a recipe
Describe the ingredients used when making a dish or cake
Can talk about which food is healthy and which is not
Follow safe procedures for food safety and hygiene |
Evaluate | To be able to share their creations, explaining the process they have used.
To say what they like about their product and other children’s products. | To be able to explore and evaluate a range of existing products to suggest likes and dislikes
To evaluate their ideas and products against their intention – does it match?
Core knowledge Describe how something works Explain what works well and not so well in the model they have made
| To evaluate products and suggest improvements
To be able to evaluate their ideas and products against design criteria.
Core knowledge Explain what went well with their own work |
Technical knowledge | To begin to know which materials and shapes will/will not join easily. | Build structures, exploring how they can be made stronger, stiffer and more stable Core knowledge Make their own model stronger Make a product that moves(e.g. wind/ simple motor powered boat
| Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products. Core knowledge Make a model stronger and more stable Use wheels and axles, when appropriate to do so Know how simple mechanisms work e.g. sliders and linkages |
Unfortunately not the ones with chocolate chips.
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