At West Hill we see Design and Technology as an inspiring, rigorous and practical subject. Through a variety of creative lessons, pupils have the opportunity to design and make a range of products that solve real and relevant problems within a range of contexts. Pupils develop the ability to consider their own and others’ needs, wants and values. They acquire and develop a range of key knowledge and skills and draw upon disciplines from others areas including; mathematics, science, engineering, computing and art. Pupils learn to critique, evaluate and test their ideas and products and develop their understanding of design and technology within the wider world.
During Key Stage 1 pupils learn how to think imaginatively and talk about what they like and dislike when designing and making. They learn to design purposeful, functional and appealing products for themselves and others through exploring and evaluating existing products. During design and technology pupils will perform a variety of practical tasks and use a range of tools, equipment and materials. Pupils will develop their understanding on the basic principles of a healthy diet and develop an understanding of where food comes from.
During Key Stage 2 pupils will work on their own and as part of a team on a range of design and making activities. Pupils will use research and develop design criteria to inform their thinking when designing innovative, functional, appealing products. Pupils will use a variety of materials, components, tools and equipment to perform a variety of practical tasks accurately. Pupils will be given the opportunity to develop their technical knowledge through the use of mechanical systems, electrical systems and computing programs. During design and technology pupils will investigate and analyse a range of existing products and will evaluate their own products against their design criteria. They will develop their understanding of a healthy diet and develop the techniques to prepare and cook a variety of foods.
As many of the DT topics as possible are linked with other areas of the curriculum. This could be considering the art specifically associated with a geographical area. In DT the spoken word is vital when evaluating their own and others’ work which can also lead to a written evaluation of their finished piece. DT and art are also closely linked and indeed may overlap. In allowing children to express ideas in different forms they feel a sense of achievement and pride when their work is displayed around the school linking with PSHE and SMSC.