How We Learn DT

How we Learn Design Technology at Earith Primary School: Intent, Implementation & Impact Intent 

To encourage children to use their creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.

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To teach children to learn to think and intervene creatively to solve problems both as individuals and as members of a team.

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To develop well-rounded and successful designers, informed by the National Curriculum, and exposed to planned and differentiated lessons, taught with a clear Design Technology objective.

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To encourage children to become innovators and risk-takers.

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Wherever possible, link work to other disciplines such as mathematics, science, engineering, computing and art.

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To develop skill progression across all key stages, with measurable outcomes, based on formative and summative assessment

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To improve analysis, problem solving, practical capability and evaluation skills – with transferable skills and a sound progression of knowledge and sequenced understanding of key concepts.

The Design Technology National Curriculum and EYFS is planned for and covered in full within the EYFS, KS1 and KS2 school curriculum.

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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.

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

Aims The national curriculum for Design and Technology 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.

Implementation 

Using the CQ skills & NC teachers map out a three yearly overview of the skills and knowledge they want children to learn. This then informs teachers’ Medium Term plans.

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Clear and appropriate cross-curricular links are made to underpin learning in multi areas across the curriculum giving the children opportunities to learn life skills and apply skills to ‘hands on’ situations in a purposeful context.

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Teachers may choose to block Art/DT and extend lesson length to allow pupils’ time to explore, create, solve problems and fully involve themselves in the practical aspects of the subject.

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Delivery of lessons follow the design process where each project will follow: research, design, make and evaluate.

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Children may have opportunities for outdoor learning in DT lessons. For example, to research existing structures or to observe technologies being used in real life.

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The DT Lead will monitor the extent to which lessons follow the design process, as described in the above statement.

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A range of skills will be taught ensuring that children are aware of health and safety issues related to the tasks undertaken.

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Knowledge organisers are used at the teachers’ discretion so that they do not hamper enthusiasm and curiosity, pupils’ spontaneity and love for DT.

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Children will be clear about what they are learning.

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Key vocabulary will be shared and displayed as appropriate in order to develop children’s understanding.

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Independent learning: In Design Technology, children may be asked to solve problems and develop their learning independently. This allows the children to have ownership over their curriculum and lead their own learning in Design Technology.

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Collaborative learning: children may be expected to work as part of a team, learning to support and help one another towards a challenging, yet rewarding goal.

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Delivery of design and technology projects with a clear structure. Projects will range from construction, textiles and food/drink related tasks.

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As a school, we mark significant national events such as STEM Week to celebrate Design and Technology as a subject.

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SEND pupils ability in core subjects should not impede their ability to love and learn from Design Technology (access strategies and provision to be monitored by DT Lead)

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End of unit fun quizzes in mixed ability groups are enjoyed by children in an effort to further bolster knowledge retention and love for the subject.

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Target Tracker is used to Teacher assess.

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Curriculum Champions in DT are established in order to showcase their skills, inspire others and provide support as appropriate to children across the school. Children can receive certificates for curriculum subjects, including DT, in celebration assemblies.

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Any writing in Design Technology considers purpose for writing, considering the audience and will mirror standards in English writing.

Impact Purposeful Assessment (rationale for continuing to improve outcomes for our pupils).

Teachers assess children’s’ knowledge and understanding of DT in order to reach a levelled judgement, informed using the following:     

observations and discussions during lessons, trips/experiences, quizzes, written or recorded work questioning and feedback

Teachers teacher assess (using the aforementioned approach) and update this information on Target Tracker termly. The DT subject leader may use this data as a vehicle to pursue any of the following and therefore improve outcomes for our pupils:         

To challenge and support generally, Signpost additional resources Deploy CPD (internally and/or externally) Carry out lesson observations/drop-ins Work scrutinies, Monitor curriculum planning Conduct pupil interviews Monitor enrichment experiences / visitors / use of resources Monitor provision as described in Implementation section of this document

Most important: Impact to our pupils (with reference back to our Intent)

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Children will have clear enjoyment and confidence in Design and Technology that they will then apply to other areas of the curriculum.

Children will ultimately know more, remember more and understand more about Design Technology, demonstrating this knowledge when using tools or skills in other areas of the curriculum and in opportunities out of school.

Children will have the confidence in their creative ability and learn how to take considered risks during the design process.

As designers, children will develop skills and attributes they can use beyond school and into adulthood.