DT

Intent

At Farnborough Grange, we intend to deliver a creative and inspiring DT curriculum embedded within our cross-curricular learning enquiries. We will give children time to explore existing products and materials whilst giving them time to apply new skills. They will then use their imagination, learning in other curriculum subjects and new found knowledge to design and make products that are purposeful to their learning.

Through the making process the children will learn how to take risks and become resourceful and innovative citizens in the future. Learning how to evaluate their product design will also enable them to think critically and consider ways that they can make improvements when faced with a similar project in the future.

Implementation

The DT curriculum is therefore implemented at each stage in the following ways:

EYFS

In Nursery, children are taught to use their imagination as they consider what they can do with different materials.

In Reception, children are taught to develop their own ideas and then decide which materials to use to express them. The skills children learn are: 

Design: Explore different materials freely, to develop their ideas about how to use them and what to make. Explore different colours and textures and develop their ideas about how and where to use them in their design.
Make: Join different materials and explore different textures. Select suitable materials and tools to be able to create their design from the teacher selected range of items. Use tools, such as scissors, safely and with purpose.
Evaluate: Explain what they have created.
Textiles: To understand that different fabrics can feel different (different textures) and to understand how to fold and manipulate materials. To explore using different materials and using a split pin effectively to create a working mechanism.
Cooking: Choose different types of ingredients and to use the correct tools to make their food item. To follow teacher led instructions when making their food item.

Children develop their vocabulary by being taught subject specific vocabulary. They will have opportunities to use technical terms relevant to their project when evaluating a range of existing products and assessing their ideas/ products against a design criteria. They also have the opportunity to apply their learning by designing and making a range of products that have a function and are visually appealing.

Year 1

In Year 1, children revisit and build on the skills and knowledge they have gained to produce a more sophisticated range of products.

The skills children learn are: 

Design: Develop design ideas, communicating these verbally and through pictures. Develop ideas through observing and researching existing products.
Make: Assemble, join and combine materials and components together using a variety of methods. Use simple finishing techniques to improve the appearance of their product.
Evaluate: Evaluate their product, identifying strengths and possible changes they might make.
Textiles: Understand how simple 3-D textile products are made, creating a template to produce two identical shapes. Explore different finishing techniques e.g. using painting, fabric crayons, sequins, buttons and ribbons.
Cooking: Generate initial ideas and design criteria through investigating a variety of fruit and vegetables. Communicate these ideas through talk and drawings. Select and use simple utensils and equipment to e.g. peel, cut, slice, squeeze, grate and chop safely.

Year 2

In Year 2, children develop these skills further with an upcycling textile project, designing and making a safari buggy for Sunny the Meerkat, and designing and making a bread roll for a passenger on the Titanic.

The skills children learn are: 

Design: Develop design ideas, considering a target group, communicating these through labelled diagrams. Identify simple design criteria, which they should adhere to.
Make: Measure, cut and score with some accuracy and choose appropriate finishing techniques.
Evaluate: Evaluate against their design criteria, identifying strengths and improvements as well as how well it worked.
Textiles: Understand how to join fabrics using different techniques (running stitch/over stitch). Explore different finishing techniques e.g. using painting, fabric crayons, stitching, sequins and ribbons.
Cooking: Develop design criteria including appearance, taste, texture and aroma for an appealing product for a particular user and purpose. Select from a range of ingredients according to their characteristics e.g. texture and taste to create a chosen product.

Provision for key groups at our school

We strive to ensure that all pupils, regardless of their ability or additional needs, have equal access to high-quality DT education.  
Differentiation/scaffolding strategies are employed to support learners who require additional help, and gifted and talented pupils are appropriately challenged. 
Provision is made for pupils with physical disabilities or sensory impairments to participate fully in all DT activities. 
We promote a respectful and supportive learning environment, where pupils value and celebrate each other's contributions.

Impact

Pupils will demonstrate good progress in their design and technological skills and knowledge, as evidenced by formative assessments and their work. Through the implemented learning activities, pupils will develop their creativity, technical and practical skills needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.

Children will have clear enjoyment and confidence in Design and Technology that they will then apply to other areas of the curriculum. DT education will contribute to pupils' cultural capital, enriching their experiences and broadening their horizons to dream big. Pupils, staff, and parents will speak highly of the DT provision, recognising its impact on pupils' holistic development.

What do our children learn in DT?

DT Curriculum Overview

DT Progression of Skills