Creativity, problem solving and purposeful design
In Design Technology, children use creativity and imagination to design and make
products that solve real and relevant problems within a variety of contexts,
considering relevant needs, wants and values.
The teaching and implementation of the DT Curriculum at Appleton Roebuck is based
on the National Curriculum and where possible, links to the learning journeys of
each class to ensure a broad and balanced approach to this subject.
The STARMAT Subject Progression Framework (SPF) ensures pupils gain a breadth
and depth of DT understanding across the primary years. All schools follow the SPF
allowing for collaboration across our schools. It also ensures that teachers can
make direct links to previous learning, building on key knowledge and skills.
Coverage of the National Curriculum is ensured through the SPF.
Design Technology Intent
At Appleton Roebuck, we value Design Technology as a vital part of the
children’s entitlement to a broad and balanced curriculum.
Our aim is to engage, inspire and challenge pupils, equipping them with the
knowledge and skills to experiment, invent, create and critique their own and
others’ crafts and designs.
The skills taught are separated into four key categories:
- Design
- Make
- Evaluate
- Technical Knowledge
Thinking about them in this way will enable us to deliver a sequence of
teaching which will allow pupils to understand the process of designing and
making for a purpose.
Design Technology Implementation
-
Each Phase will undertake a construction topic, a textile topic and a
food/drink topic. -
Delivery shows a clear following of the design process where each project
follows: research, design, make and evaluate. -
A range of skills taken from the SPF will be taught, ensuring that children
are aware of health and safety issues related to the tasks undertaken. -
Links to learning journeys underpin learning across the curriculum, giving
children opportunities to learn life skills and apply skills to ‘hands on’
situations in a purposeful context where appropriate. -
Independent learning: In Design Technology children will
be asked to solve problems and develop their learning independently. This
allows children to have ownership over their curriculum and lead their own
learning in Design Technology. -
Collaborative learning: Children will be asked to work as
part of a team, learning to support and help one another towards a challenging
yet rewarding goal. -
Children in Foundation Stage are assessed half termly throughout the year on
their progress towards meeting the early learning goals within Expressive Arts
and Design. -
Progress is tracked termly using our assessment tracker. Age related expectation
levels are reported to parents at the end of Reception.
Design Technology Impact
-
Classroom and/or whole school displays reflect the children’s sense of pride
in their design work and this is also demonstrated by creative outcomes
across the wider curriculum. -
Ongoing formative assessments take place throughout the year and teachers use
this information to inform future planning, ensuring children are supported
and challenged appropriately. -
Children will have clear enjoyment and confidence in Design and Technology
that they will then apply to other areas of the curriculum. -
Children will ultimately know more, remember more and understand more about
Design Technology, demonstrating this knowledge when using tools or skills in
other areas of the curriculum and in opportunities out of school. -
As designers, children will develop skills and attributes they can use beyond
school and into adulthood.