The aim of Design Technology teaching at Janet Duke Primary School is to stimulate and develop children’s creativity and imagination through making products that solve real and relevant problems across a variety of different contexts.
Children are taught how to effectively develop products. The initial teaching stages focuses on a researching phase so that children can begin to understand what the product is used for and how it may have developed over time. From this understanding, they can then design and make their own prototype and then product. During the entire process children will be encouraged to evaluate their products so it can be adapted throughout the making stage. This is crucial as it allows children to become independent problem solvers.
In our school, it is important to provide the children with a purpose for their Design Technology lessons learning and so we hold an ‘Enterprise’ venture. Children across the entire school are required to work as a class to research, design, budget, present and make a product. From here these products will then be sold in an open day to parents to raise money for the school which they can then decide on what it is spent on. This gives children an insight into how businesses run and the restraints faced thus developing the skills of enquiry, analysis, interpretation and problem-solving.
Design Technology is taught as a part of the Foundation Stage of the National Curriculum, the design technology part of the children’s work is linked to the objectives set out in the Early Learning Goals (ELGs).
Design Technology makes a significant contribution to the ELG objectives of developing a child’s knowledge and understanding of expressive art and design. Children also explore food and nutrition and across the year which allows them to explore how food is prepared and cooked whilst also exploring different culture.
Year 1 children are taught Design Technology under the following topics:
Where do they live? – children design and make a house.
The Great Fire of London – children make bread and then plan and prepare a sandwich.
At the seaside – children design and make a lunchbox.
Year 2 children are taught Design Technology under the following topics:
Puppets – children design and add features onto hand puppets by sewing.
China – children make Chinese masks and design and make rice paper wraps.
Year 3 children are taught Design Technology under the following topics:
The Stone Age – children design and create Stonehenge.
Space – children design and make space-landers.
Ancient Egyptians – children design and make an Egyptian death mask.
Year 4 children are taught Design Technology under the following topics:
The Ancient Greeks - children design and create Greek masks.
Seasonal Foods – children plan, design and prepare a meal.
Romans – children design and create Roman helmets.
Year 5 children are taught Design Technology under the following topics:
Cooking – children make gingerbread and create houses.
Material World – children design and sew bags.
Moving Toys- children design and make moving toys.
Year 6 children are taught Design Technology under the following topics:
World War II – children design and make Anderson shelter and plan and prepare carrot cake.
Windrush – children design and create smoothies using Caribbean fruits.
The Vikings – children design and make a Viking boat.
At the beginning of every topic, a unit plan is produced that details the objectives for each unit, practical work that will be completed, key vocabulary, models, diagrams and key questioning. These are working documents and are adapted as per the needs of the children. We feel that child led learning is extremely important and therefore try to follow the children’s direction wherever possible whilst still achieving our objectives. Teachers plan individual lessons using a range of different schemes of resources to ensure that lessons are as engaging and exciting as possible for our children.
All classes will have a class Design Technology book displayed within the classroom. Photographic and written work is collated within these books so that the process of researching, planning, making and evaluating the product can be recorded and shared. After a project is completed, the children’s products will be displayed inside and outside of the classrooms before they can then take them home.