Design and Technology (DT)

Subject Leader: Mrs Mansell

Design and Technology Governor Visit Reports

Aims

The national curriculum for design and technology aims to ensure that all Barnabas Oley pupils:

  • develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
  • build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
  • critique, evaluate and test their ideas and products and the work of others
  • understand and apply the principles of nutrition and learn how to cook

National Requirements

By the end of Key Stage One, Barnabas Oley pupils should be able to:

Design

  • design purposeful, functional, appealing products for themselves and other users based on design criteria
  • generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Make

  • select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
  • select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate

  • explore and evaluate a range of existing products
  • evaluate their ideas and products against design criteria

Technical knowledge

  • build structures, exploring how they can be made stronger, stiffer and more stable
  • explore and use mechanisms [for example, levers, sliders, wheels and axles] in their products

By the end of Key Stage Two, Barnabas Oley pupils should be able to:

Design

  • use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
  • generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make

  • select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
  • select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Evaluate

  • investigate and analyse a range of existing products
  • evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
  • understand how key events and individuals in design and technology have helped shape the world

Technical knowledge

  • apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
  • understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
  • apply their understanding of computing to program, monitor and control their products

Further School Information

Design and Technology Day

On Wednesday 13th February 2019, everyone in KS1 enjoyed a DT day. We started by looking at how people and animals travel in cold places. We researched using books and the internet and soon the ideas were flowing. Two different sledges were compared and tested, a discussion about the similarities and differences soon started to give ideas about the type of vehicles we could design. Everyone had brought a soft toy passenger to school and was keen to ensure they were safe and warm during their travels across the ice.

“My bear will need a seat belt, so he doesn’t fall out when he hits a bump” - Stan

“I have designed a warm and cosy blanket so it won’t get cold” - Mazie

After lunch we began the task of making and evaluating our models. The classes were mixed and the children encouraged to talk through the process with their friends. The older children helped the younger ones and soon everyone had made a vehicle.

“It was hard to cut the cardboard, but we worked together” - Joseph

“I held the string and then Grace cut it carefully, she got the tape and I put it on” - Emily

The testing part was fun and the teddies enjoyed their ride across the carpet and then the playground. After several repairs and adaptations to design everyone compared their designs and evaluated the making process thinking how they could develop and improve their designs.

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