It is our intent for the DT element of our school curriculum to inspire pupils to use creativity and imagination to design and make products that will solve real and relevant problems within a variety of contexts, considering their own and other’s needs, wants and values. They will explore a wide range of materials and processes to make things of quality that work and develop the importance of precision and working carefully.
By the end of year 6 at FPS, children will have mastered a range of skills that will support their future development. These are:
To be good communicators – language will be modelled daily to encourage speaking and listening and understand that art and DT is another form of communication to those around them and how feelings can be portrayed in different mediums.
To be enthusiastic, lifelong learners with an interest in art and DT when they can visualise it in the world around them.
To understand how to keep themselves safe and be respectful in their communities by using art and DT to express their feelings in a way that is considerate to their different audiences.
To develop their strengths by being creative.
To be independent, resilient learners who enjoy challenges and can make link and connections into their learning.
The children will develop a broad range of subject knowledge with many cross curricular links such as maths, science, computing and art. Pupils will learn how to take risks and be more resourceful and innovative in their designs. Children will learn to critically evaluate products the use in order to inform their own designs and then evaluate their own work, thinking about how they can make changes and keep improving. When children leave FPS, we expect them to have a sound understanding of the key skills and techniques required in D&T. They should be able to build simple structures, construct mechanisms, sew competently and cook a range of products. They should be competent designers, who are able to evaluate their own work and who are well-equipped to take part in the next stage of their education.
At FPS our design and technology curriculum is built around essential knowledge, understanding and key skills. These are broken into year group expectations and show clear continuity and progress. All teaching of design and technology follows the design, make and evaluate cycle. The design process should be relevant in context, to give meaning to learning. While making, children should be given choice and a range of tools to choose freely from. When evaluating, children should be able to evaluate their own products against a design criteria. Each of these steps should be rooted in technical knowledge and vocabulary.
The Design Technology National Curriculum and EYFS is planned for and covered in full within the EYFS, KS1 and KS2 school curriculum. Whilst the EYFS and National Curriculum forms the foundation of our curriculum, we make sure that children learn additional skills, knowledge and understanding and enhance our curriculum as and when necessary.
Delivery of design and technology projects with a clear structure. Each year group will undertake a variety of projects.
Delivery showing clear following of the design process where each project fill follow: research, design, make and evaluate.
A range of skills will be taught ensuring that children are aware of health and safety issues related to the tasks undertaken.
Clear and appropriate cross curricular links 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.
Design Technology focused displays celebrating the outstanding three dimensional creations on display throughout the school. These displays celebrate exceptional practice and exemplify terminology and vocabulary used.
Independent learning: In design technology children may well 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.
Collaborative learning: In design and technology children may well be asked to work as part of a team learning to support and help one another towards a challenging, yet rewarding goal.
We encourage the children at Fremington Primary School to enjoy and value the curriculum we deliver.
We will constantly ask the WHY behind their learning and not just the HOW.
At FPS, the impact of quality first teaching in Design Technology fosters a love and enthusiasm for the subject.
Everything we do is with the child in mind, and strong relationships are built between pupils and staff which create an atmosphere for learning which is conducive to success.
We measure the impact of our curriculum through the following methods:
- Summative assessment of pupil discussions about their learning
- Images of the children’s practical learning
- Interviewing the pupils about their learning (pupil voice)
- Pupil’s books are scrutinised and there is opportunity for a dialogue between teachers to understand their class’s work.
- Marking of work in books
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.
The below attachment includes our DT progression statements across the school and our design technology long term plan.