Design & Technology 

Design and Technology Coordinator Team: Mrs A Brooks, Mrs K Field and Mrs S Heslop.

Governor with the responsibility for Creativity: Mr. P Dawson

At Framwellgate Moor Primary School our ambition is for every child to experience a rich and varied design and technology framework. While learning fundamental DT skills and techniques, they build knowledge around a balanced diet, designers and structures, through researching experts. We enable every child to experience design and technology, make progress and have fun!

EYFS

At FMPS we believe that Expressive Arts and Design in our Early Years provision is integral to pupils being creative and developing their own ideas.  DT is delivered through adult led learning and continuous provision.  Adult led sessions focus on developing skills, new learning and exploring concepts.  Continuous provision allows children to practise skills, challenge their thinking and embed concepts.  DT objectives are taught, explored and revisited throughout the year.

In Key Stage 1

Pupils learn to understand what makes a balanced diet, and create their own healthy wrap or smoothie. They will develop their skills in chopping, cutting, comparing, tasting and designing through a structured teacher led approach.

In textiles children learn to join materials in a variety of ways, including, gluing, pinning and sewing. We encourage all children to create their own designs and evaluate their product. While learning about structures, they evaluate existing famous local landmarks. They will plan, experiment design and evaluate their own models, using appropriate materials and techniques.

In Key Stage 2

Throughout the year groups, the pupils research food growth, seasonal foods and create their own healthy recipe, using seasonal fruit and vegetables. They will learn to follow a recipe to a budget, making sure it meets the given brief.   The children will learn to understand where food comes from, adapt a traditional recipe and complete a food product. They will research and design a three-course meal using a recipe. Within textiles, all pupils will learn the skills of cross stitch, applique and blanket stitch. They will plan and design their own template and assemble their product. Different types of fastenings will be identified and evaluated.  While learning about structures, they evaluate existing famous local landmarks. They will plan, experiment design and evaluate their own models, using appropriate materials and techniques. They will learn to explore strength in different structures, also recognising how multiple shapes are combined to create a strong and stable structure. Upper key stage 2 will also learn how motors are used in electrical products. They will investigate, develop and improve a design.

Career Links

Here at Framwellgate Moor Primary School we feel it is important that all children have the opportunity to reach their potential and know these skills. Children will be able to showcase their abilities and possibly develop a further interest, leading to a career path.

Three potential careers are identified below but there are many more possibilities open to children with an interest in Design and Technology.

Skills required to become a fashion designer:

• the ability to come up with new ways of doing things
• design skills and knowledge
• the ability to use your initiative
• to be thorough and pay attention to detail
• thinking and reasoning skills
• the ability to work well with your hands
• excellent verbal communication skills
• to be flexible and open to change
• to be able to use a computer and the main software packages competently

How our children develop these skills through Design and Technology

EYFS 

• Compare textures of clothing.
• Identified textures they feel on materials after verbal prompt, e.g., hard/soft, rough/smooth, shiny/dull

Key Stage 1

• Begin to identify different forms of textiles.
• Begin to look at different joining methods for fabrics, pinning, stapling, gluing.
• Match and sort fabrics and threads for colour, texture, length, size and shape.
• Gain confidence in stitching two pieces of fabric. Explain how to thread a needle and have a go.
• Use a sketchbook to plan and develop simple ideas and make simple informed choices with different media.
• Use a running stitch to join fabric.
• Reflect on finished product, explaining likes and dislikes.

Key Stage 2

• Show awareness and name a range of different fabrics. Apply decoration using beads, buttons, feathers etc.
• To further this skill, apply decoration using a needle and thread.
• Sew cross stitch to join fabric.
• Incorporate fastening to a design.
• Use a sketchbook to plan, collect and develop ideas, as well as from different sources. To record textile explorations and experimentation as well as try out ideas.
• Identify changes they might make or how their work could be developed further.
• Write design criteria for a product and create an appropriate template.
• Design a product linked to a set of design criteria to fit a specific theme.
• Annotate designs, evaluate and execute it.
• Use a number of different stitches creatively to produce different patterns and textures.

Skills required to become a chef:

• to be thorough and pay attention to detail
• knowledge of food production methods
• the ability to accept criticism and work well under pressure
• leadership skills
• the ability to work well with others
• knowledge of manufacturing production and processes
• maths knowledge
• the ability to work well with your hands
• to be able to use a computer and the main software packages competently

EYFS

• Cover a range of contexts (wet, dry, sloppy, crunchy, soft, hard, cold, warm) in continuous provision, e.g., cornflakes in sand tray to explore.
• Provide a wide range of snacks.
• Provide sensory bottles / sensory pots – different foods that they could smell and feel.

Key Stage 1

• Know how to use techniques such as cutting and peeling.
• Explore the understanding that food has to be farmed, grown elsewhere (e.g. home) or caught.
• Start to understand how to name and sort foods into the five groups.
• Know how to prepare simple dishes safely and hygienically.
• Taste testing food combinations and final products.
• Evaluating which food combination was most effective.
• Describe the taste, appearance, smell and texture.

Key Stage 2

• Design a healthy and nutritious recipe.
• Begin to know that imported foods travel from far away and this can negatively impact the environment.
• Understand how to prepare and cook a variety of predominantly savoury dishes safely and hygienically.
• Begin to understand and know how to use a range of techniques.
• Begin to understand that seasons may affect the food available.
• Suggest points for improvement for their recipe.
• Evaluate, taste, review and compare a range of products.
• Write a recipe, explain the key steps, method and ingredients.
• Understand the combinations of food that will complement one another.

Skills required to become an architect:

• design skills and knowledge
• knowledge of building and construction
• to be thorough and pay attention to detail
• thinking and reasoning skills
• customer service skills
• excellent verbal communication skills
• analytical thinking skills
• the ability to use your initiative
• to be able to use a computer and the main software packages confidently

EYFS

• States simply how they will make a product.
• Makes a product for a familiar purpose, e.g., a container to hold pencils.
• Selects an object for purpose.
• Identified if they can pull, bend, or squash a material after manipulating it.
• Demonstrates an awareness that specific actions cause an expected result.
• Puts an object together with assistance.

Block area continuous provision

• Provide opportunity to stack a range bricks/blocks on top of others successfully, with a member or staff or independently.
• Explores a range of different sized building blocks, provide opportunities to order blocks from smallest to biggest.
• Provide opportunities to knock blocks down (discuss cause and effect).

Junk modelling

• Experience a range of objects of different sizes, materials and openings.
• Recognise when it is beginning to look wobbly.
• Investigate cause and effect linked to size and balance.
• Links or joins construction toys generally independently.

Key Stage 1

• Begin to understand the development of existing products: What they are for, how they work, materials used.
• Understand how to identify a target group for what they intend to design and make based on a design criteria.
• Begin to develop their ideas and designs through discussion, observations, drawings, labelling parts and modelling. Make templates and mock ups of their ideas.
• Begin to select tools and materials; use correct vocabulary to name and describe them.
• Begin to build/assemble structures, exploring how they can be made stronger, stiffer and more stable.
• With help measure, mark out, cut, score and shape a range of materials. Begin to use simple finishing techniques to improve the appearance of their product. Evaluate their work/product against their design criteria. Discussing how well it works in relation to the purpose.

Key Stage 2

• Generate ideas for an item, considering and identifying the purpose for its design and the user/s.
• Establishing criteria for a successful product.
• Know to make drawings with labels when designing.
• Explain their choice of materials and components including function and aesthetics.
• Select a wider range of tools and techniques for making their product safely
• Know how to measure, mark out, cut, score, shape and assemble components with more accuracy.
• Using a range of appropriate tools, equipment and techniques.
• Start to work safely and accurately with a range of simple tools. Start to join and combine materials and components accurately in temporary and permanent ways.
• Start to think about their ideas as they make progress and improve their work if necessary.
• Start to evaluate their product against original design criteria and carry out appropriate tests.

 You can view more careers in design at:

design technology | Search | National Careers Service

 By the end of their designing journey at FMPS, we want to ensure that children have acquired the relevant skills, knowledge and confidence to allow them to be successful in the next stage of their   learning.

You can view our Progression Grid below:

• D&T Progression Grid

To view photographs of our DT Lessons please follow the link below:

• D&T Lesson Photos