Design & Technology at Bridge School

Design & Technology Review 2021

This presentation looks at the Design & Technology evidence from Term 2 of the 2020-21 academic year. It is taken from the year group Big Books, that are used to evidence Design & Technology progression, and photos of display boards around the school.

RECEPTION Model Designs

Reception were given the challenge of designing and making their own models.

The children have followed the design and make process, with pictures and observation notes on tapestry showing the ‘learning journey’.

The tapestry observations clearly show the links to different EYFS early learning goals.

Year 1

Use of morning work and child initiated opportunities in year 1 show that design and technology is built into cross curricular, child led, learning.

Year 1 made Christmas cards for their parents which involved moving parts, showing a clear purpose for the design.

The process involved designing, making and evaluating their products.

Whilst there was no explicit exploration in the project there are opportunities built into the school day for children to build early design and technology skills.

The evaluation is age appropriate with children colouring in different faces to evaluate how their card performs against DT techniques. There is also evidence of adults scribing for pupils to ensure all pupils are able to engage in the evaluation process.

Year 2

Year 2 completed a project around levers and sliding mechanisms. The children were given the opportunity to explore the different options with suggested activities that the children could do.

They designed, made and evaluated the different activities. The design clearly links to the end product that was made.

The evaluation mind map is age appropriate and builds on the one used in Year 1 with links to the skills used, the research they completed and the final product.

It was also great to see children’s comments documenting their journey.

Year 3

Year 3 were given the design brief of designing and Egyptian necklace. There were clear aims for the children to complete to know they have made a successful project.

During the exploration phase children explored the skills needed for the final product including how to weave and makes tassels. From this the children designed and made their own ‘necklaces’ having investigated what the necklaces would have looked like in Ancient Egyptian.

The children then completed evaluations detailing what they’ve done and what they could have improved.

Year 4

Year 4 were given the task of making their own Maya mask, which was also the year group topic. The year groups big book clearly showed curriculum links to the design and technology curriculum and the explore, design, make and evaluate process.

Children were given the opportunity to research may the history and significance of the masks as well as the different design features.

From this pupils explored papier-mâché techniques which helped to inform their design and supported them with the ‘make’ process.

The evaluation summarised the process and asked age appropriate questions about the design and technology process the children had been on.

Year 5

Year 5 were given the challenge of designing a moving toy and given the freedom of who to design it for (e.g. toddler, 4-6 year olds). Pupils explored cams and how they worked so they were informed before they designed their toy.

During the design process pupils had to explain who the toy was for and why.

Health and safety tips with comments for making the product were included.

Photographic evidence of the design and make process as well as pupil’s working independently. Reflections from pupils on the making experience also evidenced alongside a clear evaluation of the design and make process.

Year 6

Year 6 were given an assignment linked to John Lewis, who had recruited the pupils to design and sell some chairs.

The children were given the opportunity to research inspirational British designers to support the design process. The children then explored shapes and joining techniques, what a chair is and what makes a good chair e.g. weight, design and comfort.

Building on previous year groups, Year 6 made prototypes based on their design and after exploring these they, evaluated and then modifying design.

Photos of final models were used in the big books, with a clear evaluation linking to original design and ways to improve their final product.

School Review Clear progression in all areas of design, make and evaluate across the school. The activities are age appropriate and link to the school’s skills progression document and the national curriculum, ensuring there is good overlapping coverage of the national curriculum.

The use of ‘Big Books’ to evidence the work completed across the classes is effective and clearly shows the pupils ‘learning journey’. Feedback from staff shows that this is an effective way to evidence of Design & Technology.

The range of projects completed and the independence of pupils completing these show how children are given the opportunity to be creative in their designs and the embedding of an exploration step into this process has helped children to further develop their designs.

Most projects completed include a design purpose and children are able to appropriately evaluate their final design and product.