The Implementation of our Design & Technology Curriculum

In EYFS, children explore the world and develop their understanding of how different aspects of the world work. They select and experiment with appropriate tools and resources to accomplish tasks and complete goals and work collaboratively to achieve more. We encourage the development of skills, knowledge and understanding that help our reception children begin to make sense of their world as an integral part of their school experience. This development links to the objectives set out in the Early Learning Goals and forms the foundations for future work in this subject. These early experiences include asking questions about how things work, investigating and using a variety of construction kits, materials, tools and products, developing making skills and handling appropriate tools and construction materials safely and with increasing control. Work is often linked to the children’s interests and provides an enabling environment that offers a range of experiences that encourage exploration, observation, problem solving, critical thinking and discussion.

Design and technology in KS1 and KS2 link to our theme-based curriculum and provide real world opportunities for our children. It may be taught weekly or in a blocked series of lessons depending on the class teacher’s choice. Research and evaluation into the product being created is often the starting point to enable our children to experience finished products linked to their project. Designs are created with a design brief and success criteria in mind using findings from their research. Focused practical tasks are experienced when needed to develop and practice particular skills and acquire knowledge before moving onto a larger project piece. Children are then supported with evaluating their model, relating it back to their original design, design brief and success criteria. Opportunities are given, where appropriate, for individual work and collaborative projects.

During Key Stage 1, pupils learn how to think imaginatively and talk about what they like and dislike about products when designing and making. They build on their early childhood experiences of investigating objects around them, explore how familiar things work and talk about, draw and model their ideas. They learn how to design and make using simple tools safely.
During Key Stage 2 pupils work on their own and as part of a team on a range of designing and making real world products. They think about the purpose of products and the needs of the people who use them. They plan strategically what must be done and identify what works well and what could be improved in their own and others’ designs. They draw on knowledge and understanding from other areas of the curriculum and use computers in a range of ways. Their products are of a high standard and fit for purpose.

Meaningful assignments set within familiar contexts are used by class teachers. Where appropriate they are linked to other subjects through the overall approach of the our curriculum.

As teachers we consider:

• Design and technology opportunities arising within the curriculum and how they can link with other subject areas and bodies of knowledge made relevant to today.
• The role of design and technology in the teaching and learning process throughout the curriculum.
• How we present the teaching of new skills to the children, i.e. group based, class taught or at an individual level.
• How to encourage the safe, economic and appropriate use of materials, tools and equipment.
• How to encourage children to produce quality work that they are proud of.

It is important to our staff that the tasks presented help our children to build on the previous skills that they have learnt to enable them to make excellent progress in Design and technology.

Pupils are given opportunities to:

• Examine and evaluate design features in simple products.
• Research and record relevant information where appropriate to meet a need/brief.
• Develop realistic outcomes to assignments.
• Communicate ideas in a variety of ways.
• Take increasing responsibility for their own work.
• Work individually and in teams, groups, partners or pairs.
• Work with a range of materials and to use them appropriately.
• Use a variety of tools safely and correctly.
• Develop skills and apply knowledge and experience when working on an assignment.
• Develop the ability to solve problems.
• Critically evaluate their work and the work of others and suggest improvements.

The Impact of our Design & Technology Curriculum

Teacher assessment is ongoing throughout a project to support and increase learning and abilities as well as at the end of a project to review our children’s capability and inform future planning. Design and technology assignments allow our children to build on their current skills and make excellent progress. Children evaluate through oral and written evaluations of their work throughout the key stages. They use our design booklets to plan, record, assess and evaluate their work. Photographs are taken as evidence as well as allowing children an opportunity to share and be proud of their achievements.

At the end of a project, teachers make a judgment using our assessment materials which are linked to the National Curriculum levels of attainment. Children will be assessed on whether they are developing, secure or exceeding these key objectives and skills so that they can be developed the next time they revisit the area of the subject. Teachers then use this to plan future work and to make an annual assessment of progress for each child, as part of the annual report to parents. This information is passed on and discussed with the next teacher at the end of the year.

Take a look at the Gallery below to see what our children have been getting up to…

Knowledge Organisers

At The Willows we use Knowledge Organisers to help our children, and staff, ensure the key objectives are covered.

Useful Documents