Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
National Curriculum, 2014
In EYFS, Design Technology is taught as part of a topic-based approach.
Pupils in KS1 and KS2 study two or three units of Design Technology each year discretely in tandem with two units of art. Lessons are timetabled weekly for one afternoon lesson of either 60 or 90 minutes, depending on the content.
In each phase (KS1, LKS2, UKS2), pupils develop skills, techniques and knowledge in five main areas: food technology, textiles, structures, mechanics and electronics. Skills, knowledge and technical competency in each of these areas becomes incrementally more sophisticated through school. Children also have the opportunity to apply their knowledge from Computing lessons to programme some of their designs and to use CAD (computer-aided design) as part of the design process.
The full design process is taught in most units: classes identify a product, purpose and person to give context to their design. They meet their design brief by researching, designing, creating and evaluating their finished products. The design process also becomes more detailed and technical as children move through school. Some shorter units are more focused on the technical knowledge and practical skills for that unit and encompass most, but not all of the design process.
Assessment in Design Technology happens diagnostically before units begin, formatively lesson-to-lesson (to shape the focus of upcoming teaching), and at the end of units in the form of a longitudinal study of children’s work and a quiz of children’s knowledge and recall.
For more information on the Design and Technology curriculum, please speak to Mrs Birkbeck.
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