DT Subject Information

Progression of knowledge and skills

Subject Implementation

Hambleton Primary Academy seeks to provide an all-round education for children in a bright, stimulating and fun atmosphere. As part of Design and Technology teaching at Hambleton Primary Academy we provide children with the skills and knowledge which will develop an awareness of critical understanding of the impact of design and technology on daily life and the wider world. We also focus on possible activities which will relate to the interest and everyday experiences of our children. We aim to develop the creative, technical, and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological society. Through Design and Technology our children build and apply a repertoire of knowledge, understanding and skills in order to design and make quality products for a wide range of users. Children are exposed to a wealth of practical tools, testing, re-evaluating and amending a design until a desirable finished product is produced. They then go on to critique, evaluate and test their ideas and products along with the work of others. This process supports learning for life as it provides children with an opportunity to design and create products for a specific purpose; just as would be expected in design-based careers. Understanding and applying the principles of nutrition, food preparation and food sources is also part of this subject.

Fundamental Great British Values

At Hambleton Primary Academy, we are committed to ensuring that pupils have both respect for and an understanding of different faiths, cultures and lifestyles. We understand how this subject has underpinning links to British values. The spiritual, moral, social and cultural development of each child is central to everything that we do as a school. Our Design and Technology work reflects our children’s individual liberty – they have choices and identify the direction in which they want their work to develop. Children are given the opportunity to make links with other cultures and religions. For example; foods from around the world are explored, created and tasted. As a school, the spiritual, moral, social and cultural development of each child is at the core of what we do, it forms the foundation of our central vision, “Together we will make a difference”.

Planning

At Hambleton Primary Academy, Design and Technology is taught through a thematic approach. Our curriculum is thoughtfully planned to engage and inspire all our learners. Our long term and medium-term plans map out the themes covered each half term for each key stage. These plans define what we will teach to ensure an appropriate balance and distribution of work across each term. Design and Technology objectives have been carefully linked to these themes to make the learning relevant and interesting within a realistic context. We also provide a DT where children get to look at famous architects and their structures, giving context to the subject. Children will learn a plethora of practical skills during this week, where they are immersed in the design, make and evaluate planning used in DT and children are expected to use a wide-selection of real-life tools, including cordless drills, mitre blocks, junior hacksaws to name a few. Additionally, planning and teaching in Design and Technology is fully inclusive, ensuring that all children can access the curriculum at their level. Skills are progressively built upon as children journey through our school. Our planning ensures that children are taught to design, make, evaluate and develop their technical knowledge. Cross-curricular links are emphasised, enabling the children to apply their skills

and knowledge in other areas of the curriculum. When working with our children, we will always teach and model the safe use of tools and equipment and insist upon good practice, children will be taught to take steps to control risks.

Collecting Evidence

Evidence is collected in a variety of different ways. These include planning checks, pupil interviews, staff discussions and looking at children’s work. The school’s Facebook page is a valuable way of sharing children’s successes. Photographs are also taken of any work on display around the school and in classrooms.

Able, Gifted and Talented Pupils

End of year group expectations state key skills and knowledge needed for each year group which pupils are assessed against and tracked using data collections. Teachers can clearly see children working at greater depth for Design and Technology and can plan opportunities for these children. The

Design and Technology subject leader supports teachers in supporting GD pupils and ensuring breadth and balance. The subject lead will work with staff to ensure the development of techniques and opportunities which deliver appropriate stretch for AGT pupils into lessons.

SEND and PP Pupils

At our school we teach design and technology to all children, whatever their ability and individual needs. Design and technology implements the school curriculum policy of providing a broad and balanced education to all children. Through our design and technology teaching we provide learning opportunities that enable all pupils to make good progress. We strive hard to meet the needs of those pupils with special educational needs, those with disabilities, those with special gifts and talents, and those learning English as an additional language, and we take all reasonable steps to achieve this. For further details see separate policies: Special Educational Needs; Disability Non-Discrimination and Access; Gifted and Talented; English as an Additional Language (EAL).

When progress falls significantly outside the expected range, the child may have special educational needs. Our assessment process looks at a range of factors – classroom organisation, teaching materials, teaching style, differentiation – so that we can take some additional or different action to enable the child to learn more effectively. Assessment against the National Curriculum allows us to consider each child’s attainment and progress against expected levels. This helps ensure that our teaching is matched to the child’s needs.

Personal plans are also put in place for children with special educational needs. The plan may include, as appropriate, specific targets relating to design and technology.

Enrichment opportunities

Enrichment Activity

Examples

Further Information

DT Week

Each Year, during Spring Term 1, we have our DT week, where children focus on using a selection of tools, to develop a selection of products, linked to their book-led curriculum. This use of tools develops life-long skills, which they will take forward with them to use in further education and all aspects of everyday life. We have designed and built Spitfires, Viking Ships, Guillotines, Ferris Wheels, Merry-go rounds made from wood and also including electrical components, with switches, LED lights and motors. Including coding software to control our products. Some Year Groups also look at Food and create their own meals. This also includes looking at Hygiene and staying safe in the kitchen area.

Cooking Club

School Themed Days

We have run a cooking club at Hambleton for a few years now. It is an excellent way to teach basic life skills to younger children. Cooking Club is great fun, helps educate children on food and how to cook the most delicious meals. You never know they could turn out to be budding master chefs!

We use days, such as World Book Day, to link in DT with our Book Choice. For example, Year 6 decided to choose the illustrated book Blue Planet 2, where we focused our learning around plastic in the Ocean and designed/created our own fish out of plastic or in Year 3, where they chose an Oliver Jeffers book and they had to create a scene from the book using junk materials.

Forest School

At Hambleton, we also provide a Forest School provision, which is a child-centred, inspirational learning process. We offer opportunities for holistic growth through regular sessions (the fundamentals of Forest School). They will also learn an element of ‘risk taking’ by using a selection of tools to create natural art/jewellery/shelters and by team work, develops confidence and self-esteem through learner inspired, hands-on experiences in a natural setting.

Targets

1. To ensure that DT skills are taught with proper tool use and cooking/hygiene is taught in all Year Group

DT set up in three blocks during the year and taught as DT weeks. Staff provided with WAGOLLs and then re-create their designs, considering a plan/make/evaluate process.

2. To ensure that DT week is fully engaging and all Year Groups have a selection of interesting projects to run.

Book scrutiny and observations.

Support staff with tool use and give practical CPD Provide Projects completed for each Year Groups, including planning process and key objectives/templates to use.

3. To ensure that children can use key vocabulary in DT lessons and discuss famous architects clearly.

Book scrutiny and observations

Sharing good practice of DT Plan, Make, Evaluate Look at the development of DT word mats and provide Teacher with a key architect.

Impact of Staff Training

MG WAGOLLs - DT Workshop Training Sessions.

Staff are now familiar with how tools can be adopted and how to use the tools effectively within the ‘Design, Make, Evaluate’ process and how these tools can be used for progression within year groups.

Assessment / Measuring Impact

Ongoing assessment and review are fundamental to everyday teaching at Hambleton Academy. Teachers are constantly making judgements with regards to attainment in lessons to inform planning and to ensure differentiation. Children are given ownership of their sketchbooks ensuring the children understand that their interpretation of art cannot be wrong. As such, verbal feedback within the lesson is crucial in ensuring key skills are taught and assessed for individual children. Teachers then record any formative assessment within their planners. Attainment is reported termly via data captures stating whether children are working towards the expected standard, working at age related expectations or working at greater depth. From this data, we can adapt teaching focuses to ensure key skills are being addressed and promoted adequately. Parents are informed of their child’s attainment and effort on a termly basis through Parents’ Evenings and End of Year Reports.

Future Targets

• To develop a bespoke curriculum based on three DT weeks.

• To develop the evaluation process of completed projects.

• To continue to deliver CPD for staff and develop their knowledge and skills in the use of tools.