Design and Technology is a ‘hands on’ subject in which children evaluate, design and create products to suit a purpose. At Bantock we will equip learners with the skills, knowledge and understanding that are necessary, enabling them to investigate their environment, question the world and to think about how and why things work. The children will become confident and independent learners. (SHINE)
Through our teaching of Design and Technology we aim to:
· Develop imaginative thinking in children and to enable them to talk about what they like and dislike when designing and making things;
· Enable children to talk about how things work, and to draw and model their ideas;
· Encourage children to select appropriate tools and techniques for making a product, whilst following safe procedures;
· Explore attitudes towards the made world and how we live and work within it;
· Develop an understanding of technological processes and products, their manufacture and their contribution to our society;
· Foster enjoyment, satisfaction and purpose in designing and making things;
· Develop the cross-curricular use of design and technology in other subjects.
Progression in Skills
Teaching and Learning Style
Bantock uses a variety of teaching and learning styles in Design and Technology lessons. The principal aim is to develop children’s knowledge, skills and understanding in Design and Technology. Teachers ensure that the children apply their knowledge and understanding when developing ideas, planning and making products, and then evaluating them.
We do this by:
· Whole-class teaching and individual or group activities.
· Opportunities to work both on their own and to collaborate with others, listening to other children’s ideas and treating these with respect.
· Critically evaluate existing products, their own work and that of others.
· Opportunities to use a wide range of materials and resources, including ICT.
· Match the challenge of the task to the ability of the child
· Setting common tasks that are open-ended and can have a variety of results;
· Setting tasks of increasing difficulty where not all children complete all tasks;
· Grouping children by ability, and setting different tasks for each group;
· Providing a range of challenges through the provision of different resources;
· Using additional adults to support the work of individual children or small group;
· Providing specialist support where individual children have particular gifts or talents.