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Year 6 fabulous scarecrows.

Year 6 fabulous scarecrows. 1
Year 6 fabulous scarecrows. 2
Year 6 fabulous scarecrows. 3
Year 6 fabulous scarecrows. 4
Year 6 fabulous scarecrows. 5
Year 6 fabulous scarecrows. 6
Year 6 fabulous scarecrows. 7
Year 6 fabulous scarecrows. 8
Year 6 fabulous scarecrows. 9
Year 6 fabulous scarecrows. 10
Year 6 fabulous scarecrows. 11
Year 6 fabulous scarecrows. 12
Year 6 fabulous scarecrows. 13
Year 6 fabulous scarecrows. 14

year 6 had the task of designing and making a scarecrow from scratch. They had to think carefully about the purpose and function of the scarecrow and ow it could help farmers and gardeners.

year 6 had the task of designing and making a scarecrow from scratch.  They  had  to think carefully about the purpose and function of the scarecrow and ow it could help farmers and gardeners. 1
year 6 had the task of designing and making a scarecrow from scratch.  They  had  to think carefully about the purpose and function of the scarecrow and ow it could help farmers and gardeners. 2
year 6 had the task of designing and making a scarecrow from scratch.  They  had  to think carefully about the purpose and function of the scarecrow and ow it could help farmers and gardeners. 3
year 6 had the task of designing and making a scarecrow from scratch.  They  had  to think carefully about the purpose and function of the scarecrow and ow it could help farmers and gardeners. 4
year 6 had the task of designing and making a scarecrow from scratch.  They  had  to think carefully about the purpose and function of the scarecrow and ow it could help farmers and gardeners. 5
year 6 had the task of designing and making a scarecrow from scratch.  They  had  to think carefully about the purpose and function of the scarecrow and ow it could help farmers and gardeners. 6
year 6 had the task of designing and making a scarecrow from scratch.  They  had  to think carefully about the purpose and function of the scarecrow and ow it could help farmers and gardeners. 7
year 6 had the task of designing and making a scarecrow from scratch.  They  had  to think carefully about the purpose and function of the scarecrow and ow it could help farmers and gardeners. 8
year 6 had the task of designing and making a scarecrow from scratch.  They  had  to think carefully about the purpose and function of the scarecrow and ow it could help farmers and gardeners. 9
year 6 had the task of designing and making a scarecrow from scratch.  They  had  to think carefully about the purpose and function of the scarecrow and ow it could help farmers and gardeners. 10

year 3 using paper in many different structures. Here are our moving frog mouths eating flies.

year 3 using paper in many different structures.  Here are our moving frog mouths eating flies. 1
year 3 using paper in many different structures.  Here are our moving frog mouths eating flies. 2
year 3 using paper in many different structures.  Here are our moving frog mouths eating flies. 3
year 3 using paper in many different structures.  Here are our moving frog mouths eating flies. 4
year 3 using paper in many different structures.  Here are our moving frog mouths eating flies. 5
year 3 using paper in many different structures.  Here are our moving frog mouths eating flies. 6
year 3 using paper in many different structures.  Here are our moving frog mouths eating flies. 7
year 3 using paper in many different structures.  Here are our moving frog mouths eating flies. 8
year 3 using paper in many different structures.  Here are our moving frog mouths eating flies. 9

Year4 have been using images through time to design African necklaces.

Year4 have been using images through time to design African  necklaces.   1
Year4 have been using images through time to design African  necklaces.   2
Year4 have been using images through time to design African  necklaces.   3
Year4 have been using images through time to design African  necklaces.   4
Year4 have been using images through time to design African  necklaces.   5
Year4 have been using images through time to design African  necklaces.   6
Year4 have been using images through time to design African  necklaces.   7
Year4 have been using images through time to design African  necklaces.   8
Year4 have been using images through time to design African  necklaces.   9
Year4 have been using images through time to design African  necklaces.   10
Year4 have been using images through time to design African  necklaces.   11

year 4 making a night light. We all used a prototype to design a lantern then build them using our plans.

year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 1
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 2
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 3
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 4
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 5
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 6
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 7
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 8
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 9
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 10
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 11
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 12
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 13
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 14
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 15
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 16
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 17
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 18
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 19
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 20
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 21
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 22
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 23
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 24
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 25
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 26
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 27
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 28
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 29
year 4 making a night light.  We all used a prototype to design a lantern then build them using our plans. 30

Design and Technology at Lawrence

Design and Technology at Lawrence Road Primary School 

 

What is DT?

 

"Design is a funny word. Some people think design means how it looks. But of course, if you look deeper, it's really how it works."

Steve Jobs

 

"Technology makes possibilities. Design makes solutions."

John Maeda

 

Design and Technology prepares children to deal with tomorrow’s rapidly changing world. It encourages children to become independent, creative problem solvers and thinkers as individuals and part of a team. It enables them to identify needs and opportunities and to respond to them by developing a range of ideas and by making products and systems. Through the study of Design and Technology, they combine practical skills with an understanding of aesthetic, social and environmental issues, as well as functions and industry. This allows them to reflect on and evaluate past and present technology, its uses and impacts. 

 

Curriculum Intent

It is the intent of Lawrence Road Primary School for Design Technology to be taught in all year groups through at least one topic per term, which includes one topic relating to food. Design Technology projects are sometimes made cross curricular - linking to other subjects taught but we have stand alone projects which are taught to ensure we cover the full range of skills required within the National curriculum programme of study.  Our intent is that we want our children to be open minded, independent, respectful, resilient, active, creative and forward thinking when designing, making and evaluating.   Examples of our projects KS1 /2 for which planning is available online are as follows:-

 

Felt/Linen bags

Cold dishes

Fruit choices (Brazilian Salad)

Hot fajita mix

Vegetarian hot dishes

A purposeful healthy drink

Exhibition design

Levers linkage and pop ups- mechanical systems.

Jewellery Design: Native North American Artefacts

Electrical systems 

Interactive displays 

 

 

Key objectives of intent within the Design Technology Curriculum based on the National Curriculum 2014 guidance:

  • Products are to be made for a purpose

  • Individuality should be ensured in children’s design and construction of products

  • Delivery of the two strands: Designing and Making and Cooking and Nutrition

  • More emphasis to be given on creating ‘innovative’ products in KS2

  • Teaching the importance of making on-going changes and improvements during making stages

  • Looking into seasonality of ingredients and how they are grown, caught or reared

  • The introduction of computing and coding of products in KS2.(ongoing development project to be implemented 2019-2020)

  • Researching key events and individual designers in the History of Technology in KS2 

 

Curriculum Implementation

 

 

D & T Implementation EYFS

 

EYFS

Exploring

EYFS children at Lawrence:

 

safely use and explore a variety of

materials, tools and techniques, experimenting with colour, design,

texture, form and function

.

 

D & T Implementation Year 1 to Year 6

 

 

Autumn Term

Spring Term

Summer Term

Year 1

We are drink designers.

 What produce can we get from the local environment?

 

Food technology: Choose from a range of veg. to make a hot dish adult led and support given.

Textiles: Make a felt bag

 linked to a Traditional Tale within Literacy Topic.

 

Food Technology: cold dish

choice of fruit-Brazilian Salad- Healthy Eating

Food Technology :Hot fajita mix

outside agency support support- learning about where food comes from.

Year 2

Textiles: Making a linen bag

design, create and evaluating what has been made. Template making & joining techniques.

 

Food technology: Vegetarian Hot Dish

Choose from a range of vegetables to make a hot dish- adult led and support when required..

Design a purposeful healthy drink

 research into what should be included in a healthy food choice. Following given recipes and evaluating our product.

 

Food Technology: cold dish

choice of fruit-Brazilian Salad- Healthy Eating

Food Technology: Hot fajita mix

outside agency support support- learning about where food comes from.

Year 3

We are exhibition designers

levers linkage and pop ups- mechanical systems.

 

Food Technology: Vegetarian Hot Dish

 Choose from a range of vegetables to make a hot dis

We are exhibition designer

 levers linkage and pop ups- mechanical systems.

(continued over 2 terms to extend and develop cross curricular work in Geography and History 2D shapes to a 3D product-Textiles.)

 

Food Technology: cold dish

choice of fruit-Brazilian Salad- Healthy Eating

Food Technology: Hot fajita mix

outside agency support support- learning about where food comes from.

Year 4

Jewellery Design: Native North American Artefact

Electrical system: Making Victorian lights- simple circuits & systems inc. computer aided design.

 

Food Technology: Vegetarian Hot Dish

 Choose from a range of vegetables to make a hot dish

Structures

 Interactive display on climate change and states of matter. Mechanical systems included

 

Food Technology: cold dish

choice of fruit-Brazilian Salad- Healthy Eating, making & eval.

Food Technology: Hot fajita mix

outside agency support support- learning about where food comes from.

Year 5

We are Plant protection designers

inc. strong, stable frame structures

 

Food Technology: Vegetarian Hot Dish

 Choose from a range of vegetables to make a hot dis

We are Pop-up Cafe Designers

 Enterprise healthy eating for a varied diet; developing graphics; cross design and make and evaluating.

Food Technology: cold dish

choice of fruit-Brazilian Salad- Healthy Eatin, making & eval.

Food Technology :Hot fajita mix

outside agency support support- learning about where food comes from.

Year 6

Food Technology: Vegetarian Hot Dish

 Choose from a range of vegetables to make a hot dis

Structures: Homes Civilisation.

New Maya topic inc. structures & textiles combining diff. designs inc. computer aided design.

Food Technology: cold dish

choice of fruit-Brazilian Salad- Healthy Eating, making & eval.

Food Technology :Hot fajita mix

outside agency support support- learning about where food comes from.

At Lawrence, our Design and Technology curriculum aims to ensure that all pupils:

  • develop the creative, technical and practical expertise need to perform everyday tasks confidently and to participate successfully in an increasingly technological world

  • build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users

  • critique, evaluate and test their ideas and products and the work of others

  • understand and apply the principles of nutrition and learn how to cook

 

Food technology is implemented across the school with children developing an understanding of where food comes from, the importance of a varied and healthy diet and how to prepare this.

Design and technology is a crucial part of school life and learning and it is for this reason that as a school we are dedicated to the teaching and delivery of a high quality Design and Technology curriculum; through well planned and resourced projects and experiences.

 

Design and Technology is an inspiring, rigorous and practical subject, requiring creativity, resourcefulness, and imagination. Pupils design and make products that solve real and relevant problems within a variety of contexts. It is very cross-curricular and draws upon subject knowledge and skills within Mathematics, Science, History, Computing and Art. Children learn to take risks, be reflective, innovative, enterprising and resilient. Through the evaluation of past and present technology they can reflect upon the impact of Design Technology on everyday life and the wider world.

 

Early Years Foundation Stage

During the EYFS pupils explore and use a variety of media and materials through a combination of child initiated and adult directed activities. They have the opportunities to learn to:

  • Use different media and materials to express their own ideas

  • Use what they have learnt about media and materials in original ways, thinking about form, function and purpose

  • Make plans and construct with a purpose in mind using a variety of resources

  • Develop skills to use simple tools and techniques appropriately, effectively and safely

  • Select appropriate resources for a product and adapt their work where necessary

  • Cook and prepare food adhering to good health and hygiene routines

 

National Curriculum requirements at Key Stage 1

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts, (for example the home and school, gardens and playgrounds, the local community, industry and the wider environment).

When designing and making, pupils should be taught to:

Design

  • 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

Make

  • select from and use a range of tools and equipment to perform practical tasks, (or 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

 

Evaluate

  • explore and evaluate a range of existing products

  • evaluate their ideas and products against design criteria

Technical knowledge

  • 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.

 

National Curriculum requirements for food and Nutrition at KS1

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

Pupils should be taught to:

• use the basic principles of a healthy and varied diet to prepare dishes 

• understand where food comes from. 

 

In Key Stage 2:

Within key stage 2 key events and individuals that have influenced the world of Design Technology are teaching focuses that are to be covered. 
The use of computer programmes and applications are also a key focus to be utilised by children in their design of their products.

 

National Curriculum requirements at Key Stage 2

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts, for example, the home, school, leisure, culture, enterprise, industry and the wider environment. 

 

When designing and making, pupils should be taught to: 

Design 

•   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 

Make 

•   select from and use a wider range of tools and equipment to perform practical tasks, such as 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 

Evaluate 

•   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 

Technical knowledge 

•   apply their understanding of how to strengthen, stiffen and reinforce more complex structures 

•   understand and use mechanical systems in their products, (for example as gears, pulleys, cams, levers and linkages)

•   understand and use electrical systems in their products, (for example series circuits incorporating switches, bulbs, buzzers and motors) 

•   to apply their understanding of computing to programme, monitor and control their products.

 

National Curriculum requirements for food and nutrition at KS2 

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. 

Pupils should be taught to: 

• 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 

• to understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. 

 

Curriculum Impact
 

Assessment of children's learning in Design Technology is an ongoing monitoring of children's understanding, knowledge and skills by the class teacher, throughout lessons. This assessment is then used to inform differentiation, support and challenge required by the children.
Summative assessment is conducted termly by class teachers across each year group of the school to inform the subject leader of progress or skills and knowledge still to be embedded. This is recorded on the school matrix. The end of each project has online baseline assessment sheets linked to planning.
Design Technology is also monitored by the subject leader throughout the year in the form of book monitoring, looking at outcomes and pupil interviews to discuss their learning and understanding and establish the impact of the teaching taking place.

EYFS pupils' progress and attainment is tracked using the Early Excellence Assessment tracker system, telling us whether each individual child is below expected, at expected or above expected attainment for their age.


 

Food Technology at Lawrence

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Jewellery Designers at Lawrence

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Year 4 have been sewing and weaving.
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More sewing and weaving after school at Lawrence Design Technology Club.

 

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