Becoming a designer and a technologist
at BFPA
Key skill: Redrafting and creating prototypes
Visual support: Design stages logo and folders.
Our aim is that children who leave our school in Year 6 will be able:
- To produce high quality, beautiful design work
- To understand the three main stages that are crucial to producing a successful design
- To research and plan a design. Understanding the importance of redrafting ideas multiple times.
- To make prototypes using the appropriate tools.
- To be able to discuss the reasons behind their design choices and evaluate them.
- To use and understand the language and vocabulary of a designer.
- To present their learning in a range of ways as well as within their folders and oral outcomes.
How our children learn to be a Designer and Technologist
At the beginning of every academic year, children in KS1 and KS2 complete a design unit of work that compliments their Historical learning. In Foundation Stage, the children explore topics through different books so their design unit is linked to the different stories they are covering. During these units the children learn and apply a wide range of skills and tools. These skills are carefully built up across each year group to provide challenge and progression. In addition, children are taught specific and technical vocabulary so they can clearly explain their ideas.
After our children have been through the design stages of Design, Make, Evaluate in their first unit, they are then ready to apply these skills to different projects throughout the rest of the year. Through doing these projects the children learn about the different technical vocabulary and processes involved with making their design, which can be linked to real world outcomes.At Braunstone Frith our children are provided with good quality resources, teaching and experiences to help them bring their designs to life. They are taken on trips, have visitors come in to share their knowledge and have access to technology such as virtual reality headsets, all of which feed their imaginations and design ideas. The children learn how to present their learning orally and in an individual folder and they are provided with the resources to make their vision become a reality. After they have made their design, it is important to reflect on what they did well and what they could do even better next time. The children are supported to give quality feedback of their own work and that of their peers. This all enables them to become confident, creative, purposeful and reflective designers.
