At Tutshill C. of E. Primary School, we intend to build a Design Technology curriculum that develops learning and results in the acquisition of knowledge and skills. Children will know more, remember more, and understand more. We intend to design a Design Technology curriculum with appropriate subject knowledge, skills and understanding as set out in the National Curriculum Design Technology Programmes of study. This aims to fulfill the duties of the National Curriculum whereby schools must provide a balanced and broadly based curriculum that promotes the spiritual, moral, cultural, mental and physical development of pupils and prepares them for the opportunities, responsibilities and experiences for later life. Throughout the course of their primary education, children will engage in different aspects of Design and Technology, including: cooking and nutrition; mechanisms/mechanical systems; structures and textiles. In addition to this, Key Stage Two children will engage in learning about electrical systems and digital world The design process of carrying out research, designing, making and then evaluating is developed across the school alongside building on their technical knowledge and understanding of cooking and nutrition.
Design and Technology at Tutshill C. of E. Primary School aims to inspire children through a broad range of practical experiences to create innovative designs that solve real and relevant problems within a variety of different contexts. The repetitive and sequential design process is fundamental and runs throughout our Design and Technology Curriculum. The ABCDE teaching model develops metacognition and is used within sequences of lessons. Teachers activate new learning by teaching specific skills and knowledge and children are then given opportunities to demonstrate their skills whilst designing, making and then evaluating products. All children are encouraged to reflect on the work they have produced and evaluate their understanding during the teaching and learning process and at the end of the project.
This curriculum enables us to use our core Christian values to teach children how to respect and value the work and ideas of others. Children are encouraged to use their learning behaviours to take responsibility for creatively and innovatively applying their design, construction, and evaluation skills, whilst also demonstrating resilience and perseverance to overcome personal challenges. The children are given opportunities to build on their understanding and skills as they move through the school.
Children are also encouraged to cooperate with one another in order to develop their understanding and learning of the skills taught. Opportunities are also provided for children to evaluate key events and individuals who have helped shape the world, showing the real impact of Design and Technology on the wider environment and helping to inspire children to become the next generation of innovators whilst also developing their global awareness.
Knowledge and understanding are developed through a structured spiral curriculum where the children have opportunities to use their skills to demonstrate what they know and remember about Design and Technology.
Lessons aim to develop children’s techniques, control and use of materials and resources as well as to develop the children’s awareness of different elements of the design process. The work of famous local, national, and international engineers are explored to enhance the children's learning. Through our Design and Technology teaching, children are inspired to develop a love of Design and Technology and see how it has helped shape the ever-evolving technological world they live in. Opportunities are taken to teach Design and Technology in the outdoor area to take advantage of the local environment and contribute to the overall well-being and involvement of children in active learning.
The Design Technology National Curriculum and EYFS at Tutshill C. of E. Primary School is planned for and covered in full within the EYFS, KS1 and KS2 school curriculum. A range of skills are taught ensuring that children are aware of health and safety issues related to the tasks undertaken.
In Design and Technology, children solve problems and develop their learning independently. Collaborative learning also takes place as children work as part of a team, learning to support and help one another towards a challenging, yet rewarding goal. Children learn life skills and apply these to ‘hands-on’ situations in a purposeful context.
Children have confidence that they will then be able to apply what they have learned in Design and Technology and demonstrate their learning behaviours in other areas of the curriculum.
Children will ultimately know more, remember more and understand more about Design and Technology, demonstrating this knowledge when using tools and resources or when talking about their own work and the work of engineers.
Ongoing assessments take place throughout the year. Foundation subject assessments are completed three times a year with teachers identifying those children working below, at, and beyond expectations. Areas of strength and areas that pose challenges for individuals are highlighted. Data informs future lessons and supports children’s progress in learning, ensuring children are supported and challenged appropriately. The subject leader analyses obtained data on a termly basis to inform and address any trends or gaps in attainment.
Children in the Foundation Stage are assessed within Expressive Arts and Design and their progress is tracked termly using the Tapestry and Insight tracking system. Age-related expectation levels are reported to parents at the end of the reception year.