Preston Park Primary

Design & Technology

Why Design and Technology matters to us at Preston Park

At Preston Park, our Design & Technology lessons facilitate creative thinking. Children are given the opportunity to develop skills, knowledge and understanding of designing and making functional products that solve real and relevant problems. We believe it is essential to nurture imagination and innovation through design, and by exploring the designed and made world in which we all live and work.

Through the study of Design & Technology, pupils acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present Design and Technology, they develop a critical understanding of its impact on daily life and the wider world.

We encourage our children to be reflective and critical designers and engineers. Children relish in seeing their visions and ideas being bought to life; they test, evaluate and redesign until their products not only are aesthetically pleasing but also highly functioning.

Design and Technology is increasingly becoming more prevalent in the lives of our children: High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation - DfE.

 What’s in it for me?      

Learning in D&T allows the children to be designers and engineers. They acquire and apply knowledge and understanding of materials and components, mechanisms and control systems, structures, existing products, quality and health and safety. Design and Technology education helps develop children’s skills through collaborative working and problem-solving, and knowledge in design, materials, structures, mechanisms and electrical control. They are encouraged to be creative and innovative, and are actively encouraged to think about important issues such as sustainability and enterprise. Valuable skills gained in D&T lessons can be applied across the curriculum and beyond the classroom. The demands of the subject lend themselves well to developing the schools six core values: Respect, Resilience, Responsibility, Reciprocity, Reflective and Resourcefulness. We want these skills to be embedded and drawn upon throughout the children’s lives.

You will find the answers to questions such as:

  • What is? This question directs you to the present to identify what exists today and whether or not it is the most efficient way of resolving a problem.
  • What if? At this stage, you begin to generate ideas and delve into finding possible solutions.
  • What works? Having analysed, designed and redesigned, you get to reflect on which solution best solved the problem.

How we teach Design & Technology effectively

The skills learned in D&T also help with learning across the curriculum. Knowledge about the properties of materials helps in science and the practice of measuring accurately helps in maths. These skills help in IT through the children’s use of computer control and, naturally, in art and design. At Preston Park, we want to ensure that all aspects of the curriculum are relevant and learning is fluid and applicable between the various subjects. Design and Technology projects are therefore closely linked to the school’s overarching Creative Curriculum.  

In the classroom, learning is segmented in four stages for a single project:

  • Research
  • Design
  • Make
  • Evaluate

Each stage of the project requires children to ask questions, work collaboratively and think creatively. Projects are linked with core texts and themes, where possible, to enhance their impact on the children’s learning experience. Throughout the year, children will progressively be given the opportunity to work with a range of tools and materials to advance their technical abilities.

Future careers in Design and Technology    

The skills gained in Design and Technology are invaluable and essential in many career paths. The opportunities in this field of work are endless!

Art and Design – Graphic Designer, Sculptor, Gallery Curator, Architect

IT and the Internet – Games Developer, Software Programmer, Network Engineer, Web designer

Fast Consumer Goods – Mechanical Engineer, Product Designer, Market Researcher

Fashion and Beauty – Fashion Designer, Dress Maker, Creative Director, Fashion Buyer

Manufacturing – Food Technologist, Manufacturing Engineer, Manufacturing Manager

KS1 (Years 1 and 2) NC Objectives

Design 

Make

Evaluate

Technical Knowledge

Food and Nutrition

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.

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.

Explore and evaluate a range of existing products.

Evaluate their ideas and products against design criteria.

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.

Use the basic principles of a healthy and varied diet to prepare dishes.

Understand where food comes from.

 

KS2 (Years 3, 4, 5 and 6) NC Objectives

 

Design

Make

Evaluate

Technical Knowledge

Food and Nutrition

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.

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.

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.

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, bulls, buzzers and motors].

Apply their understanding of computing to program, monitor and control their products.

Understand and apply the principles of a healthy and varied diet.

Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.

Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

The Giant Bubble Challenge

Everyone loves to blow bubbles but what makes some bubbles bigger than others? Is it how you blow or what you blow through? Does the type of bubble mixture matter? Are there other factors like the temperature of the mixture? Some people say it is easier to blow bubbles in a steamy room, like bathrooms, and so is humidity important?

 The Term’s STEAM challenge is who can blow the biggest bubble.

 You may even go as far as designing and creating your own bubble making instrument!

To challenge yourself further, can anyone answer the following question: Why are bubbles a distorted shape when being blown but morph into a sphere once released into the air?

You will need to provide evidence of your magnificent, soapy orbs so get someone to measure and photograph your giant bubbles. Your answers and photos can be emailed to the school:

year6@prestpk.brent.sch.uk

year5@prestpk.brent.sch.uk

year4@prestpk.brent.sch.uk

year3@prestpk.brent.sch.uk

year2@prestpk.brent.sch.uk

year1@prestpk.brent.sch.uk

 

To give you some inspiration, visit the Science Sparks webpage where you’ll discover some super tips to get you started: https://www.science-sparks.com/making-giant-bubbles/