At Riverside, we strive to provide a program of learning opportunities for all pupils to gain the basic knowledge and understanding, which underpin design and technology. In addition, we endeavour to provide continuity and progression for all pupils throughout the curriculum as they move through the school. We aim to ensure health and safety of all pupils during design and technology activities.

Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. At Riverside, they 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. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

Early Years Foundation Stage

Nursery and Reception follow the Early Years Foundation Stage statutory framework for the teaching of Design Technology. DT is found within the specific areas Understanding the World: Technology and, mainly, Expressive Arts and Design: Exploring and using media and materials, and, Expressive Arts and Design, being imaginative. Objectives and Early Learning Goals detail the knowledge, skills and understanding for DT within the EYFS. The children are provided with a range of opportunities to use a variety of materials, tools and techniques in a safe explorative environment. They have access to technological toys and books as well as a range of other design or technological equipment and materials. They have ample opportunity to talk about their designs, how to change and improve them, and design again through adult support, questioning, and a variety of adult-let opportunities. 

Key Stage One

When designing and making, pupils should be taught to:

• 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.

Key Stage Two

When designing and making, pupils should be taught to:

• 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, bulbs, 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.