Intent
At Tewkesbury C of E, children receive an inspiring, rigorous and practical Design and Technology curriculum. We want our pupils to use their creativity and imagination to design and make products that solve real, relevant problems within a variety of contexts, allowing them to consider their own and others’ (users) views. Pupils will also have the opportunity to evaluate the products they create and understand that producing a functional or aesthetically-pleasing product takes time and effort.
All children will acquire the appropriate subject knowledge, skills and understanding that is set out in the National Curriculum; we will ensure pupils make good progress in this subject through the use of our school’s progression grids where skills are built upon yearly or bi-annually (depending on the strand). Pupils will also learn about key events throughout history and significant individuals who have helped to shape the world we know today.
Design and Technology naturally has strong cross-curricular links with other subjects, such as Mathematics, Science, Computing and Art and we will make purposeful links to these within our DT lessons. Our main aim is to ensure our Design and Technology curriculum prepares our children, giving them opportunities, responsibilities and experiences, they need to be successful in not only secondary school but in later life.
Implementation
What do we teach?
Our Design and Technology curriculum follows the frameworks of the Early Years Foundation Stage (EYFS) and the National Curriculum and is supported by a clear skills progression grid. This ensures skills and knowledge are built upon yearly and sequenced appropriately to maximise learning opportunities for our pupils.
The strands of Design and Technology taught in our school are:
· Axis, wheels and pulleys
· Electrical and mechanical components
· Food technology (cooking and nutrition)
· Mechanisms
· Structures
· Textiles
What does this look like?
All teaching of Design and Technology should follow the process of: design, make and evaluate. Each of these stages should be rooted in technical knowledge.
The ‘design’ process should have a real, relevant context that gives a purpose to the children’s learning. For example, in Year 6, when the children study World War II, they will learn about childhood in the 1940s and the toys children played with. This will link with their history lessons about ‘Make Do and Mend’ before making their own Make Do and Mend teddy bear. During the design process, a success criterion should also be drawn up (with the class) to consider their views and the views of others. Whilst engaged in the design process, children will be given a range of tools to choose freely from. When evaluating, pupils will evaluate their own products against a success criterion. For younger pupils, children may verbally evaluate their product; older pupils will complete evaluation sheets that critically analyse their product.
DT is taught as part of our R.E.A.L Curriculum and, therefore, will taught in blocks of 1-3 weeks (depending on the project). Each year group is given strands to complete and the strands of DT will be taught in alternate years. For example, sewing will be taught in Year 2, Year 4 and Year 6. Axis, wheels and pulleys will be taught in Year 1, Year 3 and Year 5.
As a school, we also promote Design and Technology through our extra-curricular clubs where children have the opportunity to attend a cookery and crafting club.
Our Reception classes (who are taught the EYFS) will explore and use a variety of media and materials through a combination of child-initiated play and adult-directed activities.
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 ideas
· Create their own designs through mark making and construct with a purpose in mind using a range of materials and resources
· Develop their confidence in selecting appropriate resources/tools to create their product
Impact
What will this look like?
By the time the children are ready to leave our school, they will:
· Understand and use a range of methods to help them plan out their designs (exploded diagrams, annotated sketches, computer aided design, cross-sectional views, 3D modelling).
· Show an ability to carry out thorough research, show initiative and ask questions to develop a detailed understanding of the users’ needs.
· Have a thorough knowledge of which tools, equipment and materials to use to make their product
· Develop an effective analytic approach when evaluating their products.
· Have an extensive base of DT knowledge & vocabulary.
· Work safely with a variety of tools and show an ability to manage risks when manufacturing their products.
· Use time efficiently and work constructively and productively with others.
· Display an excellent approach towards learning and independent working.
· Display good levels of originality, imagination and creativity when designing products.
· Understand that an aspect of DT is about failing and how problem solving will help them overcome the failures.
· Understand how designers, architects, engineers, cooks etc. both present and past have contributed to, and shaped, our society.
"We know good Design and Technology happens in our school when…."
1) We are excited by and understand the importance of DT in the wider world.
2) We see ourselves as designers, engineers or architects and understand that mistakes are part of the DT cycle.
3) We show our creativity, curiosity and originality when designing our products.
4) We make connections between what we have been taught in DT and other subjects (maths, history, art and computing)
5) We can apply our knowledge, vocabulary and skills to solve a range of problems and questions both in and out of the classroom.
6) Our lessons are engaging and fun and carefully sequenced to allow us to have the opportunity to produce our best work.
SIAMS – Outstanding
