"Technology makes possibilities. Design makes solutions."
John Maeda (Designer and Technologist)
Design and Technology Intent
Design and technology is an inspiring, rigorous and practical subject, encouraging children to learn to think both as individuals and collaboratively. At Cupernham Junior School children use creativity and imagination, to design and make and evaluate products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. Teachers ensure children build on skills as they progress through the school, acquiring a broad range of technical subject knowledge and practical skill. We aim to be very cross-curricular and draw upon subject knowledge and skills within mathematics, science, computing and art.
Pupils are encouraged to take risks, becoming resourceful, resilient, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, children aim to develop an understanding of its impact on daily life and the wider world.
We believe a high-quality design and technology education prepares students to become innovators and risk-takers and make an essential contribution to the creativity, culture, wealth and well-being of the nation.
At Cupernham Junior School we use ‘Projects on a Page’ to focus every DT topic on a product that children can design, make and evaluate with due regard for the intended user and purpose of the product. Every topic will have a project title to state this intent. (e.g. Design, make and evaluate a ________ (product) for _________ (user) for ________ (purpose)) Within a topic, children will carry out 3 main stages:
- Identified investigative and evaluative activities (IEAs)
- Focussed tasks (FTs)
- Design, Make and Evaluate Assignment (DMEA)
Identified investigative and evaluative activities (IEAs) enable children to ask relevant questions and explore products that are currently available. Focussed tasks (FTs), ensure children are building specific skills, technical knowledge and understanding and make links to other subjects. Equal focus will then be given to the design, make and evaluate (DMEA) stages of the project. Children need to develop a design brief, create annotated designs, consider and carry out the main stages of the ‘make’ stage and evaluate the final product against the intended user and purpose. Children should see the make stage as an iterative process.
Across all topics there should be a focus on developing children’s key technical vocabulary. Teachers should ensure tasks are differentiated appropriately for all pupils to according to their individual skills progression or SEND, this may mean referring to a previous year group skills expectations. All stages of the process (IEAs, FTs, DMEA) should be recorded in DT books through annotated drawings, designs, responses to questions, photographs, evaluations, tables, graphs, spider web evaluations etc. Children’s progress should be assessed and recorded at the end of each topic.
Teachers have a responsibility to be familiar with all risk assessments for tools, products, environments and levels of required supervision and make any adjustments as necessary for their class. Teachers to ensure resources are requested in good time and consideration has been given to budget, recycling options and pupil choice.