Enter your keyword

Design & Technology

Design & Technology

Our whole-school Curriculum Development Leader for Design and Technology is L Elmousawi

Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products to meet design briefs that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Children 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. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

Developing the young designer at Someries Infant School and Early Childhood Education Centre

During their time at Someries Infant School and Early Childhood Education Centre, children will acquire the following key knowledge, skills and understanding in design and technology as part of our unique Prime Learning Challenge curriculum.

Early childhood education curriculum milestones

Developing the knowledge and skills I need to be a successful young designer

The progress of pupils accessing our Early Childhood Education Centre is monitored using our unique curriculum milestone objectives to ensure they are suitably prepared with the foundational knowledge, skills and understanding they require to succeed in key stage one.

I explore different materials and tools and I develop manipulation and control. I choose the right resources to carry out my own plan.

I express preferences and decisions by trying new things.

I try a wider range of foods with different tastes and textures.

I use one-handed tools and equipment and I join different materials and explore different textures. I choose the right resources to carry out my own plan.

I explore how things work and develop my own ideas, interests and fascinations.

I make healthy choices about food.

I develop my small motor skills so that I can use a range of tools competently, safely and confidently.

I return to and build on my previous learning by refining ideas and developing my ability to represent me.

I safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

I share my creations and explain the process I have used.

I understand the importance of healthy food choices.

Achieving these milestones throughout my early childhood education will support me in accessing my first steps in key stage one because they provide a foundation for me being able to:

  • talk about what I eat at home and begin to discuss what healthy foods are
  • select from and use a range of tools and equipment to perform practical tasks e.g. cutting, shaping, joining and finishing
  • use pictures and words to describe what I want to do
  • ask questions about existing products and those that I have made

Key stage one

How children will build on the foundational knowledge, skills and understanding they developed throughout their Early Childhood Education

Through a variety of creative and practical activities, pupils are taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They work in a range of relevant contexts in which they are taught to design purposeful, functional, appealing products for themselves and other users based on design criteria. Pupils are also given opportunities to generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.

They are also taught to select and use a range of tools and equipment to perform practical tasks, such as cutting shaping, joining and finishing, and to select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.

Pupils are taught to explore and evaluate a range of existing products and to evaluate their ideas and products against design criteria. They build structures, exploring how they can be made stronger, stiffer and more stable. They also explore and use mechanisms, for example levers, sliders, wheels and axles, in their products.