Design & Technology

At Brunton we aim to develop creative, technical and practical skills through an engaging design and technology curriculum.

We teach the children to:

  • Design purposeful products, make and evaluate them using their own initiative and think about how to improve them.
  • Develop their practical skills such as cutting, shaping and joining using the appropriate tools.
  • Investigate relevant designers and use them as inspiration
  • Learn the basics of cooking, nutrition and a healthy lifestyle
  • Talk about their likes and dislikes confidently

We encourage children to think like designers/engineers, be imaginative and decisive. As they progress through the school, our curriculum will enable them to become more confident and independent throughout the design and making process.

Our Aim

At Brunton, our design and technology curriculum will develop children’s creative, practical and technical skills in order to perform everyday tasks in an increasingly technological world. Our drivers: oracy, metacognition, and community are key in achieving this aim.

Oracy:

Our design and technology curriculum provides opportunities for children to develop their speaking and listening skills, enabling them to communicate confidently about the design, making and evaluating process.  During each project, children will have opportunities to:

  • develop their vocabulary,
  • explain their ideas,
  • listen to and learn from others.

Successful Lifelong Learners (Metacognition):

A significant part of our design and technology curriculum encourages children to use their ‘lifelong learning skills’ to think critically about past and present design and technology innovations and their impact on daily life and the wider world. In turn, they use these skills to be creative, independent and successful learners.

Community:

Our design and technology curriculum recognises that we live in an increasingly technological world with a wide range of users. Through investigating current products, children will learn about how materials and technology are constantly changing, promoting a deeper understanding of the world and community we live in.

Creating links between Design and Technology and the community is crucial for fostering innovation, collaboration, and mutual support. Here are some ways in which we have encouraged collaboration:

  • projects between students, professionals, and community members.
  • community challenges
  • inviting members of the community to share their careers and DT skills with pupils (in person and online)

At Brunton design technology is firmly connected to a range of other subject areas including maths, science, ICT and art and design. It allows children to see the real-life applications for other subjects and to make links between their own work and that of scientists, engineers and designers.

Design and technology is essential for fostering creativity, problem-solving skills, and an understanding of the technological world. Using Kapow, we teach a dynamic and engaging curriculum, which emphasises project-based learning to allow pupils to explore and solve real-world problems through hands on projects. We also encourage collaborative projects that involve teamwork and communication skills.

At the heart of our DT curriculum, through Kapow, we introduce pupils to the basic principles of design, problem solving and the use of simple tools and materials, which are age appropriate and introduced gradually, ensuring safety is a top priority.

We foster connections with local industries, experts, and community members to provide real world context to design and technology education. Pupils are encouraged to reflect on their design process and learn from both successes and failures.

Work is often linked to topics and uses cross curricular links and focuses on the development of subject specific skills and knowledge.

The teaching and learning of design and technology focuses on enabling children to think as designers. We have created a thoughtful and well-structured curriculum that outlines learning objectives, key concepts and skills progression that pupils need to work and think like designers.

 

The key concepts in design and technology to aid progression are as follows:

  • to design
  • to make
  • to evaluate

Design and Technology at Brunton First School is taught through skills-based lessons using an over-arching ‘design, make, evaluate’ process. Blocks of work are designed to be progressive across the age range and focus on building upon prior knowledge and skills in the following areas:

  • Cooking and Nutrition
  • Textiles
  • Structures
  • Mechanical systems
  • The Digital World
  • Electrical Systems

EYFS

At Brunton, staff play a crucial role in providing a rich and supportive learning environment that encourages exploration, creativity, and problem solving in the context of design and technology. By the end of EYFS children who are secure will be able to:

  • explore a variety of materials and tools.
  • use simple tools to manipulate and create.
  • use their imagination to express themselves through different mediums.
  • plan and make things, whether it’s constructing with blocks, creating collages, or experimenting with simple construction kits.
  • use tools safely and effectively. (Scissors, glue, paintbrushes, or other simple tools.)
  • think critically, make decisions, and adapt their ideas.
  • express themselves through different creative outlets (drawing, painting, or building.)

KS1

By the end of Key Stage 1, pupils who are secure will be able to:

Mechanisms

Wheels

  • Design and label a wheel.
  • Consider the designs of others and make comments about their practicality or appeal.
  • Consider the materials, shape, construction and mechanisms of their wheel.
  • Label their designs.
  • Build a stable structure with a rotating wheel.
  • Test and adapt their designs as necessary.
  • Follow a design plan to make a completed model of the wheel.

 

Linkages, levers and pivots

  • Identify the correct terms for levers, linkages and pivots.
  • Analyse popular toys with the correct terminology.
  • Create functional linkages that produce the desired input and output motions.
  • Design products suitable for children, which satisfy most of the design criteria.
  • Evaluate their two designs against the design criteria, using this information and the feedback of their peers to choose their best design.
  • Select and assemble materials to create their planned features.
  • Assemble the product to their linkages without affecting their functionality

 

Structures

  • Identify man-made and natural structures.
  • Identify stable and unstable structural shapes.
  • Contribute to discussions.
  • Identify features that make a structure stable.
  • Work independently to make a stable structure, following a demonstration.
  • Explain how their ideas would be suitable for their product.
  • Produce a model that supports a object, using the appropriate materials and construction techniques.

Textiles

  • Sew a running stitch with regular-sized stitches and understand that both ends must be knotted.
  • Prepare and cut fabric to make a simple product (e.g a pouch) from a template.
  • Use a running stitch to join the two pieces of fabric together.
  • Decorate their product using the materials provided
  • Explain how they made their model strong, stiff and stable.

Cooking and Nutrition

  • Name the main food groups and identify foods that belong to each group.
  • Describe the taste, feel and smell of a given food.
  • Think of three different ideas, considering flavour combinations. (e.g. for a wrap/sandwich/salad)
  • Construct a product that meets the design brief and their plan.

KS2

By the end of Key Stage 2, pupils who are secure will be able to:

Mechanisms

  • Work independently to produce an accurate, functioning chassis.
  • Design a shape that is suitable for the project.
  • Attempt to reduce air resistance through the design of the shape.
  • Produce panels that will fit the chassis and can be assembled effectively using the tabs they have designed.
  • Construct vehicle bodies effectively.
  • Conduct a trial accurately and draw conclusions and improvements from the results.

Structures

  • Produce a range of free-standing frame structures of different shapes and sizes.
  • Design a structure that is strong, stable and aesthetically pleasing.
  • Select appropriate materials and construction techniques to create a stable, free-standing frame structure
  • Select appropriate materials and techniques to add cladding to their structure

Textiles

  • Identify the features, benefits and disadvantages of a range of fastening types.
  • Write design criteria and design a product that satisfies the criteria.
  • Make a template for their product.
  • Assemble their product using any stitch they are comfortable with.

Cooking and Nutrition

  • Describe features of a product using taste, texture and appearance.
  • Follow a recipe with support.
  • Use a budget to plan a recipe.
  • Adapt a recipe using additional ingredients.

Digital World

  • State the advantages and disadvantages of existing products (timers).
  • Understand how virtual micro:bit features could be used as part of a design idea.
  • Use research to inform design criteria.
  • Write a program that displays a timer on the virtual micro:bit based on their chosen seconds/minutes.
  • Suggest where the errors are, if testing is unsuccessful, by comparing the correct code to their own.
  • State key functions in the program editor (e.g. loops).
  • Evaluate the immediate appeal of the virtual micro:bit timer and how it might function.
  • Express which stages of the project they enjoyed or found more challenging.
  • Explain the need for a company to stand out against competition and/or state the importance of logos in business
  • Recall and describe the name and use of key tools used in Sketchpad (CAD) software.
  • Fulfil the design requirements of the logo.
  • Evaluate the product using feedback from the user.

Electrical Systems

  • Explain what ‘information design’ is and understand its impact, considering what could happen if we had no signage, posters, or written communication in public places of interest.
  • Research and choose a specific topic on which to base their initial poster ideas.
  • Complete design criteria based on a client’s request.
  • Roughly sketch four initial poster ideas, indicating where a bulb will be located for each.
  • Review their initial ideas against the design criteria and peer feedback, developing a final design.
  • Assemble an electric poster, including a functional simple circuit with a bulb, following a demonstration.
  • Acknowledge, with a brief explanation, the need to mount the poster using corrugated card.
  • Test that the simple circuit works by adding a battery.
  • Evaluate their electric posters in a letter to a client

Each DT lesson will include:

  • Exploration: Each session starts with pupils exploring new skills and/ or knowledge.
  • Design and Application: Pupils will design a product and apply skills that they have learnt.
  • Evaluation/Reflection: Pupils need to be able to talk about their progress in the lesson and talk about any changes they have made and why.

At Brunton, we use the design and technology assessment framework, taken from Kapow Primary. This allows us to clearly see the skills and knowledge needed to be secure, in each area of design and technology, across the school. Using the document below, lessons can be adapted to support children working towards the expected level and challenge those working above.

The Head teacher and design and technology subject leader play a central role in the monitoring and evaluation of the quality of teaching and learning of design and technology in the school.

The monitoring strategy:

  • The profile of Physical Development and Expressive Arts and Design in Early Years.
  • The use of a progression of skills based on both the National Curriculum requirements and Kapow learning units Year 1 through to Year 4.
  • Sampling of work from across the primary age range.
  • Discussions with pupils and teachers in the form of pupil voice and teacher voice.
  • Lesson ‘drop ins’ and observations take place in all classes throughout the year.

The subject leader is responsible for monitoring attainment and progress, the outcomes of which are collated in the subject leadership folder and fed back to staff at an appropriate time.

Through this implementation strategy, we aim to provide our students with a high-quality design and technology education that equips them with the knowledge, skills, and values they need to become informed, responsible, and engaged citizens.

It is through the planning and provision of a broad and balanced design and technology curriculum and the use of Kapow, that pupils are encouraged to investigate, plan, adapt and evaluate their own work, to help them appreciate design as being a dynamic and ever-changing process. Within projects pupils learn to consider purpose and audience for their products. They work independently and collaboratively, which develops their co-operation and understanding of people having different areas of strength and expertise. Pupils develop a knowledge and understanding of materials, mechanisms and structures, in order to make informed decisions relating to their products. They also learn how to use a variety of tools in a safe and supervised environment. Throughout their design and technology work children are supported in becoming reflective learners, celebrating their successes and learning from their experiences

“It is great to inspire the pupils to use DT skills in the wider world. ”

Staff  Feedback

“I love teaching DT and seeing how enthusiastic the pupils are! ”

Staff  Feedback

“I want to be a game designer when I grow up”

Pupil Feedback

“You can show everyone what you can do by yourself and I liked joining fabric together in different ways”

Pupil Feedback

” I really enjoy DT days! You get to use your imagination and create your ideas”

Pupil Feedback