As a creative and forward thinking School, we strive to provide an all-round education of the highest quality for each and every child. Studying Design and technology gives our young people the skills and abilities to engage positively with the designed and made world, and to harness the benefits of technology. At Pilling St. John’s, we are mindful that the children belong to a close knit, village community and so it is vital that the children have an awareness of the impact that design and technology has in their lives both at home and in the wider world.
It is our intention that through this subject, the children will learn how products and systems are designed and made. As part of this process, they will learn how to be innovative, and how to work logically, collaboratively, practically and creatively, using a variety of resources (including digital technologies) to improve the world around them. This goes hand in hand with our school vision, encouraging our children to grow roots and become confident and curious learners founded on self-belief and respect for others. They will acquire a broad range of subject knowledge, but will also stand firm in their learning as they draw on and apply knowledge from other areas of the curriculum; in particular, maths, science, computing and art. It is important that the children will have the tools and confidence to be bold and not afraid to try new ideas.
Additionally, the children will learn the importance of food and nutrition as a vital part of a healthy lifestyle. They will be taught the knowledge and skills needed to cook healthy, tasty and nutritious meals.
At Pilling St. John’s, we follow the guidance of the National Curriculum and the Design and Technology Association from the Early Years Foundation Stage through to the end of year 6. We encourage children to use their creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.
Design and Technology is an important subject in the EYFS and is named within the ‘Expressive Arts and Design’ area of learning. We are, however, aware that D&T makes an important contribution to children’s development in all seven areas of learning. The school takes guidance for teaching from the charts produced by the D&T Association, ‘Opportunities for Developing Design and Technology in the EYFS Framework’. Children are encouraged to think about User, Purpose, Function, Aesthetics and the procedures for safety and hygiene as they design and make products.
In key stage 1 and 2, children complete challenges based on ‘Projects on a Page’ by the D&T Association. Each project is based on an aspect of D&T that includes food, textiles, mechanisms, structures, computer aided design and electrical systems. These aspects are mapped out to ensure progression of skills, building on prior knowledge as the children journey through school. Some of the aspects are taught through the Forest School curriculum, extending the contexts in which the children can apply the learning in this subject.
Each project (regardless of the aspect) follows a clear structure that includes six underlying principles for the effective teaching of Design and Technology:
• Design Decisions
The children are made aware explicitly of Health and Safety protocols and how they can use maths and science skills to support their learning in D&T.
Children will become resourceful, creative and capable citizens. Through the evaluation of past and present design and technology, they will develop an understanding of its impact on the world. The children will learn how to build and apply a range of knowledge, understanding and skills in order to design and make high-quality products and for a range of users, evaluating and testing their ideas and products (including food). Children will learn to embrace our mission statement, growing roots while they learn, standing firm in their decisions and being bold as they learn to take risks and produce high quality products.
The children are assessed through the use of formative and summative assessments by the teacher, but also learn to evaluate their own success and progress.