Design and Technology
“The more I deal with the work as something that is my own, as something that is personal, the more successful it is.” — Marian Bantjes, designer and author
At Nunney First School, we believe a child can develop their designing, planning, making and evaluating skills through Design and Technology, realising their own visions and creating products they are proud of.
During Design and Technology lessons, the children are encouraged to show their togetherness value by working effectively with others, listening, helping and giving support when needed.
Design and Technology promotes understanding, appreciation and enjoyment of the creative world. It inspires and excites.
Pupils design and make products considering their own and other’s needs, wants and values. They are taught to respect other’s ideas even if they think differently.
The children learn how to take risks and develop their resilience through recognising the need for improvement and being proud of their achievements. They are encouraged to have confidence in their ideas.
Throughout the projects, children are taught to work hygienically and safely.
Design and Technology encourages intervening and problem solving. The subject also supports their understanding of other areas of the curriculum including Maths, Art and Science.
Design and Technology promotes curiosity, enquiry, independence and collaboration. By its nature, it supports the children in their efforts to progress and achieve better standards within their work.
We use a project based method of teaching Design and Technology, using the Curriculum Maestro units of work on a two year rolling programme. These projects contain focused, practical tasks and are well sequenced to provide a coherent scheme that develops children’s designing, planning, making and evaluating skills. All projects follow a structure where key concepts, knowledge and skills can be built up over time, developing a range of techniques and using of a variety of materials.
Year 1 and 2
The children design, make, test and evaluate their project to match specific design criteria and check they are fit for purpose. Year 1 and 2 begin to learn about structures in the project ‘Shade and Shelter’. Within the two year programme they then develop their knowledge of structures further, learning to cut, join and strengthen wood for the first time. Topics covering the subject of mechanisms focus on wheels and axles, sliders, levers and linkages. During the projects, ‘Chop, Slice and Mash’ and ‘Remarkable Recipes’, the children learn about food sources, follow recipes and develop simple cooking techniques.
Year 3 and 4
The children continue to learn about food through the concept of a balanced diet and making healthy meals. They also learn about food safety and preservation. They further their understanding of mechanisms by exploring cams and using joining and finishing techniques as well as creating a lifting and moving device. Their work on structures comes in the form of a greenhouse project, using triangles and braces for strength and exploring opacity and transparency. The textiles project is based around the work of William Morris. Electrical circuits and conductors are also explored in a project with a Science focus.
A variety of teaching approaches are encouraged.
Each project is linked with our Big Ideas theme, developing the children’s understanding of the world around them.
The Design and Technology curriculum, electronic systems and IT monitoring and control elements are explicitly taught in our Science projects, and other areas of the curriculum where possible, to ensure the links between the subjects.
A variety of teaching approaches are encouraged:
- Teacher presentations and discussion
- Use of photographs, videos, pictures and maps
- Whole class and small group teaching of skills
- Lots of practical opportunities, for instance to work with mechanisms
We make links with our school ‘Big Ideas’ – encouraging the children to see how lessons for example develop our understanding of ‘humankind’ and ‘processes’.
We also make sure their are cross curricular links in our teaching and questioning. For example, making a beach hut in Year 1 and 2 links closely to the project on ‘Coastlines’.