Design and Technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems, within a variety of contexts, considering their own and others’ needs, wants and values.

At St Gregory's, children are encouraged to consider the effectiveness of their designs and requirements of a product. Every child will have the opportunity to learn and extend their understanding, experience and application in the use of technology, including ICT. 

Our Aims

• To deliver programmes of study for Key Stages 1 and 2 of the National Curriculum in Design and Technology;

• To develop imaginative thinking in children and to enable them to talk about what they like and dislike when designing and making;

• To enable children to talk about how things work, and to draw and model their ideas;

• To encourage children to select appropriate tools and techniques for making a product, whilst following safe procedures;

• To explore attitudes towards the made world and how we live and work within it;

• To develop an understanding of technological processes, products, and their manufacture, and their contribution to our society;

• To foster enjoyment, satisfaction and purpose in designing, creating, inventing and making.

Subject content 

Design and Technology in the Early Years

The EYFS framework is structured very differently to the national curriculum as it is organised across seven areas of learning rather than subject areas. The table below outlines the most relevant statements taken from the Early Learning Goals in the EYFS statutory framework and the Development Matters age ranges for 3 to 4 year olds and Reception to match the programme of study for DT.

The most relevant statements for DT are taken from the following areas of learning:

• Physical Development
• Expressive Arts and Design

Key stage 1

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment.

When designing and making, 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, information and communication technology

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

• 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 [for example, levers, sliders, wheels and axles], in their products.

Key stage 2

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment.

When designing and making, 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, aimed at particular individuals or groups
• generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make

• select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
• select from and use a wider range of materials and components, including construction materials, textiles and ingredients, 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 helped shape the world

Technical knowledge

• 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.

Cooking and nutrition

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

Pupils should be taught to:

Key stage 1

• use the basic principles of a healthy and varied diet to prepare dishes
• understand where food comes from.

Key stage 2

• understand and apply the principles of a healthy and varied diet
• prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
• understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Teaching, learning and assessment 

Teachers at St Gregory's now use the Cornerstones curriculum to plan for DT lessons. Progression of the main skills and knowledge are mapped out via the different topics given on the Cornerstones platform from Early Years to Year 6. We currently use teacher assessment against the National Curriculum objectives, to make the judgement that individuals are meeting the typical expectations for their year group. Cornerstones does have an assessment tool for DT that we can use, however we are still yet to undergo training for this.