Intent

Our DT curriculum is designed to be practical and inspiring. We want to prepare our children to be successful in later life by giving them the opportunity and experience of solving real-life problems now in context.

Through the planned DT curriculum children will use their knowledge and experience to design, make and evaluate a product using their practical skills, and will work independently and collaboratively on meaningful projects that are linked to the real world in which they live.

 

Implementation

Our DT curriculum focuses on the development of essential knowledge and progression of key skills across the school. The curriculum is split into 4 stages – EYFS (Nursery & Reception), KS1 (Years 1 & 2), lower KS2 (Years 3 & 4) and upper KS2 (Years 5 & 6) – and Years 1 to 6 work on a 2-year rolling programme highlighting areas of study to be revisited. Each project from Year 1 to Year 6 is designed to be practical and allows for progression across year groups in all areas of DT (textiles, mechanisms, structures, food, and electrical systems).

Teachers are given flexibility to adapt projects to suit their pupils’ interests and to block lessons to give children time to be creative and reflect upon their work using technical language.

In EYFS pupils explore and use a variety of media and materials through a combination of child-initiated, adult-initiated and adult-directed activities.

They have the opportunities to learn to:

  • Safely use and explore a variety of materials. tools and techniques.
  • Experiment with design, form, and function.
  • Share their creations, explaining the process they have used.
  • Make use of props and materials.

 

Impact

Through carefully planned and implemented DT experiences children learn to solve problems and perform everyday tasks safely and confidently in order to participate successfully in our ever-evolving technological world.

The impact of our design and technology curriculum can be seen throughout our school from children’s work in books, to displays and in the school environment.

We measure the impact of our curriculum through the following methods:

  • Images of the children’s practical learning.
  • Interviewing the pupils about their learning (pupil voice).
  • Pupil’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work.
  • Annual reporting of standards across the curriculum.
  • Marking of work in books.

Children in EYFS are assessed within Expressive Arts and Design and their progress is tracked termly using the school’s tracking system.

 

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Pupil Voices

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