Design and Technology (DT)
We have high ambitions for all pupils, including those with SEND, EAL and those from a disadvantaged background and aim for all children to reach their full potential. We aim, wherever possible, to link work to other disciplines such as mathematics, science, engineering, computing and art.
IMPLEMENTATION
In Reception DT is taught largely linked to the topics being covered each half term. DT is covered through both child-initiated activities and specific planned activities.
In Key Stage 1, DT is taught through three main half termly topics per year, in alternating half terms with Art. Our Early Years Curriculum in Reception is carefully planned and implemented alongside the Key Stage 1 curriculum to ensure teaching is sequential throughout the school, building upon the children’s prior learning.
We have worked carefully on our curriculum to ensure there is clear progression of knowledge, skills and vocabulary through the year groups. We have based our curriculum design on KAPOW, we have used many of their DT projects ideas and also added in some of our own linked to our school e.g. a project building a structure of our school cottage. The curriculum is divided into design, make and evaluate (skills) and technical knowledge. Within this, we explore four areas of D&T: structures, mechanisms, textiles and cooking and nutrition. The context for the children’s work in DT is also well considered, it links with the concept curriculum topic being covered that term and children learn about real life structures and the purpose of specific examples. We consider our local environment and the needs of our children as the starting point for aspects of our work.
Teachers ensure that the children apply their knowledge and understanding when developing ideas, planning, making and evaluating products. Within lessons, we give children the opportunity both to work on their own and to collaborate with others, listening to other children’s ideas and treating these with respect. Children critically evaluate existing products, their own work and that of others. They have the opportunity to use a wide range of materials and resources, including technology. Through a variety of creative and practical activities, we teach the knowledge, understanding and skills needed to engage in an iterative process of designing and making. The children design and create products that consider function, purpose and audience and which are relevant to a range of sectors (for example, the home, school and the wider environment). We provide a range of experiences that encourage exploration, observation, problem solving, critical thinking and discussion. These activities, indoors and outdoors, attract the children’s interest and curiosity.
IMPACT
Our DT curriculum ensures the children develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world. High-quality Design and Technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation. They will have built and applied a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users. They will be able to critique, evaluate and test their ideas and products against set criteria. Children will understand and apply the principles of nutrition and learn how to cook. Children learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens.
The impact of our Design and Technology curriculum is measured by:
- In school attainment tracking
- Teacher voice – staff meetings, questionnaires
- Pupil voice - questionnaires
- Subject leader monitoring – work scrutiny, learning walks, planning checks
- Governor monitoring – Governor meetings, learning walks, attendance at events