"Design is a funny word. Some people think design means how it looks. But of course, if you look deeper,
it's really how it works."
"Technology makes possibilities. Design makes solutions."
At Stanley Primary School, we aim to provide all children with a curriculum which prepares them for life beyond primary education. We encourage children to use their creativity and imagination, to design and make products that solve problems within a variety of contexts, considering their own and others’ needs, wants and values. Design Technology is an inspiring, rigorous and practical subject. It can be found in many of the object’s children use each day and is a part of children’s immediate experiences. Design Technology encourages children to learn to think and intervene creatively to solve problems both as individuals and as members of a team and helps develop their perseverance and resilience. At Stanley the Design Technology curriculum combines skills, knowledge and concepts to enable children to tackle problems. It can improve analysis, problem solving, practical capability and evaluation skills. We aim to, wherever possible, link work to other disciplines such as mathematics, science, computing and art.
All teaching of DT follows the design, make and evaluate cycle. The design process should be rooted in real life, relevant contexts to give meaning to learning. They are given the opportunity to research current designers, how their products are manufactured, understand tools and techniques used in different industries and how to apply cooking skills to make nutritious meals. While making, children are given choice and a range of tools to choose freely from. Children are able to evaluate their own products against a design criterion. Each of these steps should be rooted in technical knowledge and vocabulary. The children at Stanley work responsibly and with regard to how others around them are working. They have respect for other people’s views and different designs; being positive about everyone’s achievements. The children understand that they have personal freedoms with the creativity of their designs and they are always encouraged to use their resilience and perseverance.
Early Years Foundation Stage:
During the EYFS, pupils explore and use a variety of media and materials through a combination of child initiated and adult directed activities.
They have the opportunities to learn to:
- Use different media and materials to express their own ideas.
- Use what they have learnt about media and materials in original ways, thinking about form, function and purpose.
- Make plans and construct with a purpose in mind using a variety of resources.
- Develop skills to use simple tools and techniques appropriately, effectively and safely.
- Select appropriate resources for a product and adapt their work where necessary.
- Cook and prepare food adhering to good health and hygiene routines.
- Design should be rooted in real life, relevant contexts to give meaning to the learning.
- Planned through appropriate formats: drawing, templates and talking.
- Children should be given a range of tools for their project to choose from.
- Children should use a wide range of materials and components; textiles, construction equipment and ingredients.
- Evaluate existing products.
- Evaluate their own product against design criteria.
- Rooted in real life, relevant contexts to give meaning to learning.
- Researched designs based on functional, appealing products with purpose.
- Planned by appropriate methods; annotated sketches, prototypes and pattern pieces.
- Children can select from a wider range of tools than KS1.
- Children should use from and select a wider range of materials and components, textiles, construction equipment and ingredients.
- Evaluations should be in comparison to existing products.
- Children should evaluate their own product against the design criteria in more detail.
Children should understand how events and individuals have helped shape design and technology globally. Key skills and key knowledge for DT have been mapped across the school to ensure progression between year groups. This also ensures that there is a context for the children’s work in Design Technology; that they learn about real life structures and the purpose of specific examples, as well as developing their skills throughout the programme of study.
Children will have clear enjoyment and confidence in design and technology that they will then apply to other areas of the curriculum. Children will ultimately know more, remember more and understand more about Design Technology, demonstrating this progression of skills, knowledge and understanding when using tools or skills in other areas of the curriculum and in opportunities out of school. As designers, children will develop skills and attributes they can use beyond school and into adulthood.
Our Design Technology Curriculum Overview