Intent
National Curriculum 2014
Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art.
At St Benedict’s Primary Catholic Academy, we value Design Technology as an important part of the children’s entitlement to a broad and balanced curriculum. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
Aims
- Develop the creative, technical and practical expertise needed 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
The teaching and implementation on the National Curriculum and ensures a well-structured approach to this creative subject which is linked to other areas of the curriculum when possible.
We follow a Design and Technology scheme (Kapow) that ensures progression of skills and covers all aspects of the Design and Technology curriculum. Teachers are able to access detailed lesson plans and short CPD videos to help deliver lessons to a high standard.
A DT skills map supports teacher’s planning and ensures a development of skills and knowledge across year groups. Teachers will also ensure all aspects of DT including food, textiles, mechanisms and structures in Key Stage One and food, mechanical systems, electrical systems, textiles and structures in Key Stage Two.
The design technology curriculum is separated into three areas:
Design
- Use research or design criteria to design innovative, functional and appealing products that serve a purpose, aimed at particular individuals or groups
- Generate, develop, model and communicate their ideas through discussion, sketches and diagrams.
Make
- Select from and use a wider range of tools and equipment to perform practical tasks (for example, cutting, shaping, joining and finishing) accurately
- Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Evaluate
- Investigate and analyse a range of existing products
- Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
- Understand how key events and individuals in design and technology have helped shape the world
Early Years Foundation Stage
The EYFS staff team will plan for children to experience creative opportunities and developart skills within the EYFS curriculum. Nursery and Reception classes will be included in whole school projects where appropriate.
Pupils explore and use a variety of media and materials through a combination of child initiated and adult directed activities. They have opportunities create different projects using a variety of materials in a designated ‘arts and crafts’ area.
Resources
Class teachers order materials to support the objectives and activities which they have planned to deliver, this is overseen by the DT co-ordinator and curriculum leader.
ICT and Art
Design technology has close links with technology and there are increasing opportunities to plan, develop, complement and present visual work using the computer and digital photography. The internet can be used to investigate and retrieve information about famous artists and their work.
Equal Opportunities
We provide activities for all pupils in which equality of opportunity is supported irrespective of gender, SEN, race, creed and disability, taking-into-account the individual needs of all children. We use Art from different times, places and cultures to illustrate to children the diversity of our world.
Impact
It is the responsibility of the DT coordinator to ensure the implementation of this policy, monitor standards, offer advice and support to staff, provide a model and promote excellence in children’s achievements. The DT co-ordinator will ensure all aspects of DT are taught every two years.
Outcomes in topic books evidence a completed piece of work including: plan, project and evaluation for every design made. As well as having opportunities to self-evaluate and peer-evaluate, teachers will mark work and give advice regarding designs. Teachers will photograph and display work.
The formative assessment system sets out steps so that pupils reach or exceed the end of key stage expectations; judges whether pupils are on track to meet end of key stage expectations; pinpoints aspects of the curriculum where pupils are falling behind and recognises exceptional performance. It supports planning and teaching for all pupils, reports to parents and, where pupils move to other schools, provides clear information about each pupil’s strengths, weaknesses and progress.
Useful Information
