Learning Intention

“Design isn’t just about how something looks and feels, it’s about how it works. With a critical understand of human life and its environment, great design creates solutions to questions that may not even have been asked yet.” Miss Walsh, DT Leader

Design and Technology is an exciting and practical subject, it encourages children to learn to think and evaluate creatively to solve problems both as individuals and as members of a team. In our school, we encourage children to use their creativity and imagination, to design and make products that have a purpose within a variety of contexts, considering their own and others’ needs, wants and values. Through a variety of creative and practical activities, we teach the knowledge, understanding and skills needed to engage in an iterative process of designing and making. Children learn how to take risks, becoming resourceful, innovative and creative individuals. Through the evaluation of their own designs, children learn to strive to improve in all of their work. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the children in our school.

 

Aims

  • To provide a wide range of exciting, practical and appropriately differentiated activities in a variety of contexts that offer a progression of skills and develop children’s cultural capital.
  • To develop the technical, creative and practical knowledge and skills needed to successfully adapt to an increasingly technological world.
  • To develop and apply the skills needed to design and create high-quality, successful prototypes for a variety of  different users.
  • To test ideas, both the children’s own and those of others, to critique and evaluate the effectiveness of the design.
  • To understand and apply knowledge of nutrition to create a range of dishes.
  • Develop and apply cooking skills.

                                                                                                                                 

Learning Journey

The Design and Technology Leader has a strong understanding of the EYFS curriculum, and the seven areas of learning and development that shape the educational programmes in our Early Years Foundation Stage. All areas of learning and development are important and inter-connected, and the experiences, opportunities and activities which are planned enable children to develop a broad range of knowledge and skills that provide the right foundations for good future progress through school and life. As children move into Key Stage 1 and Key Stage 2, Design and Technology is planned, for Years 1 to 6, using the Design and Technology progressive skills, knowledge and vocabulary maps which enable teachers to ensure they are always planning for the next steps in learning around any skill or experience. Design and Technology at Meadowbank is interactive and engaging. We make links between Design and Technology in our school and the wider world by investigating inspirational design to create a deep understanding of the reason behind Design and Technology learning and its purpose in our local community and beyond. Long term planning in DT investigates influential designers and their works, children learn to critique and evaluate historical design inspirations leaving a Lasting Legacy.

 

When designing and making, the children are taught to follow a three-part cycle:

Design

• Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.

• Generate, develop, model and communicate their ideas through discussion, drawings 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 and use materials and components, including construction materials, textiles and ingredients, according to their uses

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.

 

Learning Environment and Immersion Environment and Immersion

To ensure our budding designers become Life Long Learners we plan for a rich and innovative DT environment and continuous provision that every child has access to. This includes key vocabulary, question stems, creative resources, joining materials and tools for children to access independently. In order to engage children’s curiosity; a range of stimulus linked to the ‘big question’ or key skills, enriches the classroom environment and encourages oracy through discussion, debate and discovery. Children’s interest in Design and Technology is built through the use of real life objects and meaningful experiences which ensure they can see the purpose and reason for design beyond the classroom.

 

Assessment for Learning

Design and Technology assessment is captured through the use of the DT progression of skills, knowledge and vocabulary map, and each year group’s planning curriculum journals; which clearly outline the medium term planning and learning journey across a half term. This is used to inform planning and map coverage across the year as well as include the children’s voice and their questions, interests and experiences. Highlights of this learning is evidenced through the curriculum planning journal as the ‘big question’ progresses and the whole school portfolio for DT. Personalised short term planning ensures that teachers plan for children to demonstrate their understanding in a range of ways and ensures that this enables them to show their knowledge and skills to the best of their ability. Feedback is given verbally during lessons so that each child can address misconceptions and make accelerated progress towards meeting and exceeding the age related expectations for that area of DT.

 

Monitoring and review

The Design and Technology leader is responsible for the rigorous monitoring of DT through monitoring evidence added to the Art and DT book, planning looks, pupil agency, lesson pop ins and whole school CPE. Ongoing analysis of outcomes enables the DT leader to identify vulnerable groups of children across school and support staff in accelerating the progress of this group of children across school. Feedback to the teaching team then informs next steps in monitoring and support so that there can be personalised and effective JPD planned to address areas for development. Our children are involved in this monitoring process in a number of ways across the academic year. Children are empowered to talk about their learning through the planning curriculum journals and their own projects which are evidenced in their Art and DT book during pupil agency opportunities. Our children can talk about their prior design and technology learning and how it links to other areas of the curriculum and wider world. Extra-curricular DT experiences such as ‘Ready Steady Cook Club’, provide children with opportunities for further cultural capital and support, challenge and enrich children’s life skills.

 

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