Design Technology

M​iss Shaw is our DT Lead at Widnes Academy.

At Widnes Academy, we aim to deliver Design technology in an inspiriting, rigorous and practical way.

Intent

At Widnes Academy, we aim to deliver Design technology in an inspiriting, rigorous and practical way. We create lessons which cover all aspects of DT such as: food and nutrition, textiles, mechanisms and structures. We encourage children to become innovative and creative designers who design, make and evaluate products which solve real problems. We want children to develop their confidence by taking risks through drafting, modelling and testing.

As a metacognitive school, we want children to be reflective leaners so we encourage children to evaluate their work and also the work of others. Children are provided with the chance to work both independently and working as part of a team which we hope embed lifelong skills such as independence, co-operation, resilience and collaboration.

We aim to create connections with other subjects such as Mathematics, Science, Computing and Art, to make learning meaningful and long lasting. In DT lessons, children will be inspired by engineers, designers, chefs and architects to enable them to create a range of structures, mechanisms, textiles, electrical systems and food products with a real-life purpose, which we hope to will inspire pupils after school.

Implementation

At Widnes Academy, DT is taught in every year group, every term., for a whole DT Day. This has allowed children to follow the principle of DTs coherently throughout the day. Our DT units are based on planning from KAPOW, using their cooking and nutrition, mechanisms, structures textiles and electrical systems. Due to our mixed age classes, across the Key Stage children will cover each aspect of DT and will have Cooking and Nutrition Unit each year. Each child has a Design Technology book where you can see the learning journey for the product they are making. These books will include, research, design, make and evaluate process. We use a skill-based approach which uses objectives from the National Curriculum which are taught discreetly. The curriculum is well planned to ensure the curriculum is appropriately challenged and progressive. During our DT lessons children will asked to work independently to develop their ideas alongside completing collaborative learning, which allows children to be critical and innovative learners.

Impact

At Widnes Academy, we ensure that our DT curriculum is progressive to allow children to develop fundamental skills for adult life. We ensure pupils being able to approach problems creatively and in a range of ways, applying their knowledge from across the curriculum areas independently and collabroativley. By providing a range of contexts and the necessary skills, we endeavour to support pupils in their future educational journey and in the understanding of the ever-developing world around them. The skills and attributes they develop will benefit them beyond school and into adulthood: the ability to use time efficiently, work with others productively, show initiative, independence, resilience and manage risks effectively will ensure well-rounded citizens who will make a difference in the wider world.

EYFS

Within our EYFS provision, children are given opportunities to develop through a variety of creative and practical activities children will develop fundamental skills needed to be able to access design and technology lessons in KS1 and KS2.

• Children at the expected level of development will:
• Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function;
• Share their creations, explaining the process they have used;
• Make use of props and materials when role playing characters in narratives and stories.
• Use a range of small tools, including scissors, paint brushes and cutlery;
• Begin to show accuracy and care when drawing.

Design

All books have designs clearly illustrated in books. Children in KS1 must have a minimum of two designs and kS2 3 designs. Children must colour and label their designs using correct language for materials and joining techniques as this will prompt and familiarise children with vocabulary.

All children are given a design criteria at the start of each DT unit. Children must evaluate their designs against the criteria to make a judgement for which product they will be making.

Designs are completed at the start of each unit and show creativity of the child. Project books are used to show journey of the design, make and evaluate process.

At the end of KS1 children will

-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
At the end of KS2 children will be able to:
-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

All children will make a product, either independently or working with a partner, depending on the unit. Children will use the skills taught from the research and use their designs to make a product that meets the design criteria. Over the time in school, children will make a range of products and you will be able to see clear progression in children’s books of what they have made.

The make process will be evidence though pictures or final product. Around the pictures and evidence, you will see evidence of annotations commenting on how they found the making of their product.

At the end of KS1 children will:

-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

At the end of KS2 children will:
-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

All books will have evidence of evaluation. Teachers have been given year group specific questions which show a progression in the evaluation process. Children will have to answer these questions analytical stating things they would change, what went well, how they can improve their product and in UKS2 about how could they make their product more cost effective. Children are encouraged by teachers to always be evaluating alongside the journey as well as a formal evaluation.

At the end of KS1 children will:
-explore and evaluate a range of existing products
-evaluate their ideas and products against design criteria

At the end of KS2 children will:

-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

Links to Curriculum/British Values/Cultural Capital

The five British Values, democracy, rule of law, individual liberty and mutual respect for tolerance of those with different faiths and beliefs are incorporated into lessons where possible. Children are aware to respect one another throughout their DT journey.

Our school values, Respect, Equality, Love, Trust, Responsibility, Kindness Ambition, Honesty, Teamwork, Resilience, Focus and Curiosity are incorporated into many of our sessions. Children are always encouraged to play fair, work as a team, build and show resilience when things are taking longer to master, encourage others in a respectful way and aim high in sessions. Children are given time to be responsible and curious during their designing to develop high quality designs and models during lessons.

Cultural capital (personal, social, physical, spiritual, moral and cultural)

In DT sessions children are expected to work collaboratively, analyse their designs as well as other. Children will be taught how real life products are made making them aware of the world around them and targeting specific audiences.