Design Technology

Pupil voice - this is what our children think about design technology ...

Click here for Design and technology Pupil Voice.

"The nature of design and technology is such that it should provide opportunities for pupils to engage in activities that are challenging, relevant and motivating. This should give pupils enjoyment, satisfaction and a sense of purpose." (DATA Primary Guidance)

Design Technology 

During their journey through Design & Technology at Grappenhall Heys, our children interact with tools and establish methods of control, such as formulating electrical circuits whilst concurrently building knowledge of functionality and purpose. Children use stories or topics to inspire their Design and Technology choices. In Early Years, they may create dinosaur fossils having read a book on dinosaurs; higher up the school, our children develop a sense of suitability to inform efficient choices of tools and approaches, for example using knowledge of circuits and materials to design and make their own electrical toys.  At the research stage, our children develop their knowledge with a sense of purpose and become immersed in testing ways of achieving a project outcome. A central focus is to develop the independence of the children using increasingly specialised tools and resources such as hacksaws and hot glue guns.

Strong curriculum links exist and represent how Design & Technology is a source of inspiration in other curriculum areas, developing our children’s rich vocabulary. Experiences in Design & Technology are an anchor to knowledge building being memorable, and children bring ideas to life with their own hands. Our children can detail comparisons between tool use as they work to create their inventions, such as evaluating efficient joining techniques. Similarly, the interaction across subjects provides a context for children to ask questions as they develop a clear rationale from a holistic viewpoint of the project.

A careful balance is struck between encouraging individual work and adopting the iterative design process: developing and continually evolving ideas after further research.  Choices children make become a vehicle to communicating with confidence at each stage of the design process.  Our children become attuned to their own emotional responses as they view one another as role models.

We believe that all children should... 

Please click here to see the Design Technology National Curriculum

Please click here to see the EYFS - Year 2 Progression Map for Design Technology

Please Click here to see the Year 3-Year 6 Progression Map for Design Technology

What do we do to make Design Technology special?

Our pupils and staff love Design Technology and we work hard to promote it at Grappenhall Heys. Throughout the  year, children have many opportunities to enhance their personal development through engaging in themed Design Technology projects linked to their topics. They are given support to be risk takers in a safe environment. Through the carefully planned development of skills throughout each key stage, the children learn to use tools and resources with care and respect. 

How is my child assessed?

Children are assessed against their understanding of the competencies taught and skills gained. Children's vocabulary will be revisited and developed each year as they progress through the Design Technology curriculum.

How can I support my child at home?

- Use topic themes and home learning opportunities to investigate how materials are suitable for different purposes

- Encourage your child to be resourceful in their choice of methods and materials

- Encourage the use of recycled products to make Eco models 

- Please speak to your child's teacher if you have any questions

National Curriculum Outline

The fundamental skills, knowledge and concepts of the subject are set out in the EYFS Curriculum and National Curriculum 2014, where they are categorised into programmes of study. 

EYFS: In Early Years, the Early Years Foundation Stage Statutory Curriculum and Development Matters document are used for planning and assessment. In the Foundation Stage, pupils experience a wide range of activities linked to expressive art and design. Activities are planned for children to play, explore, actively learn and develop their thinking skills in Design and Technology through focused, continuous and enhanced provision.

KS1/2: In Key Stage 1 and 2, in line with the National Curriculum, lessons are planned and taught to ensure coverage of all of the key competencies of Design Technology:

- By promoting children's love and enjoyment of Design Technology, encouraging problem solving,  resilience and challenge through activities and experiences that enable children to function confidently providing opportunities for risk taking.
- Through collaboration and teamwork, developing leadership and communication skills of negotiation and persuasion by developing motivation, creativity and practical skills through meaningful and enjoyable projects whilst considering consumer awareness.
- By offering a choice through a range of materials and the understanding of the properties of different types of materials.
- By encouraging good organisation and selection of appropriate tools and techniques for making a product, whilst following safe procedures and promoting reflective evaluation of their own work by giving opportunities for children to suggest ways forward.