Long Term Plan Design and TechnologyCTA
Design and Technology in EYFS
In our Foundation Stage, Design and Technology is predominantly covered within the Expressive Arts and Design area of learning, but children are encouraged to embed learning through other areas such as Physical development and Shape, Space and Measures. Throughout their time in Early Years the children learn to experiment to create different textures and develop an understanding that different media can be combined to create new effects. Children are encouraged to construct with a purpose in mind using a variety of resources in our Design and Makes areas of provision. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Our children are stimulated and motivated to learn in our Early Years, where we build on children’s prior knowledge and first hand experiences.
Intent (whole school)
At Horbury Primary Academy, we believe that design and technology encourages children to think creatively and solve practical problems. It allows pupils to make real-life links between their own work and the work of engineers, architects, and designers. We encourage our children to investigate, plan, adapt and evaluate their own work and that of others. Discussions and evaluations during the creative process lead children to think of improvements that could be made and suggestions of alternative methods.
“Design and technology is thinking made visual”.
The teaching of Design Technology across the academy follows the National Curriculum through the use of Design and Technology Association’s ‘Projects On A Page’ documents. Children design products with a purpose in mind and an intended user of the products. Food technology is implemented across the academy with children developing an understanding of where food comes from, the importance of a varied and healthy diet and how to prepare this.
In Key Stage 1: Within key stage 1, we aim to develop design, creativity and problem solving through purposeful design projects which promote the children’s skills in developing as individuals and as part of a team. Key stage 1 also aims to promote in children a clear understanding of where food comes from.
In Key Stage 2: Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts, for example, the home, school, leisure, culture, enterprise, industry and the wider environment.
Each topic ends with all children creating a final product; these products are a fantastic way for children to demonstrate the skills they have learnt. Throughout the school, children are given the opportunity to consolidate their skills by creating their final product independently. Each lesson builds on the previous and children’s skills are improved upon throughout each topic. It is also clear to see the progression of skills throughout the school through the quality of products each year group creates.
Year 5 enjoyed designing and making their own kites. They had the opportunity to fly them on the school field.