Design Technology

Progression of Skills for Design Technology

Intent

At Tutshill C. of E. Primary School, we value Design Technology as an important part of the children’s entitlement to a broad and balanced curriculum.  Design Technology provides the children with the opportunities to develop and extend skills and an opportunity to express their individual interests.

The repetitive and sequential design process is fundamental and runs throughout our Design and Technology Curriculum. This process encourages children to identify real and relevant problems, critically evaluate existing products and then take risks and innovate when designing and creating solutions to the problems. It enables children to build on their understanding and skills as they move through the school.  We 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 designing, making and evaluating skills and techniques, whilst showing resilience and perseverance to overcome personal challenges.

The ABCDE teaching model is used within sequences of lessons. Teachers activate new learning by recapping previous learning and then teaching specific skills and knowledge for the new lesson. Children are given opportunities to demonstrate their skills by being given time to explore and experiment with materials and resources. They are also encouraged to co-operate with one another in order to develop their understanding and learning of the skills taught. Children are actively encouraged to demonstrate their reflection and evaluative skills, by considering their own work alongside the work of others. They are encouraged to evaluate and improve prototypes using the design criteria throughout to support this process.  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.

The Design and Technology scheme of work gives teachers the autonomy to teach the content in whichever way they feel is appropriate for their cohort. This in turn means that children’s interests and ideas can be explored it also prepares children for the responsibilities and experiences of later life. The curriculum also aims to develop children’s global awareness; teaching how Design Technology both reflect and shape our history and contribute to an awareness of British Values culture and creativity.

Implementation

The teaching and implementation of the Design and Technology Curriculum at Tutshill C of E Primary School is based on the National Curriculum and linked to themes to ensure a well-structured approach to this creative subject. The children are taught Design and Technology as part of their termly curriculum skills work. Skills are introduced in a structured way in different year groups and phases, but teachers have the autonomy to explore specific Design and Technology skills in ways which make learning meaningful to children, build on their interests and ideas and link to wider topic areas. Lessons aim to develop children’s techniques and 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 sculptors, chefs and engineers are explored to enhance the children's learning. Through our Design and Technology teaching, we intend to inspire pupils and practitioners to develop a love of Design and Technology and see how it has helped shaped 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.

  • Tutshill C. of E. Primary School has a clear scheme of work which sits in line with the National Curriculum requirements. 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.
  • The delivery of Design and Technology projects have a clear structure. Each year group undertakes a construction topic, a textile topic and a food/drink topic as part of a two year rolling programme. The design process of carrying out research, designing, making and then evaluating is followed across the school.
  • 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 many areas across the curriculum giving the children opportunities to learn life skills and apply skills to ‘hands on’ situations in a purposeful context. Theme days are also planned to enable children to demonstrate their Design and Technology skills.
  • In Design and 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 also takes place as 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.

Impact

Children will have clear enjoyment and confidence in Design and Technology that they will then be able to apply to 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.

Design and Technology offers pupils the opportunity to develop and demonstrate their learning behaviours through deep involvement and the opportunities to follow their own ideas and ultimately lead their own learning.

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 challenge for individuals are highlighted. Teachers use this information to inform future lessons and to support children’s progress in learning: ensuring children are supported and challenged appropriately. This data is analysed on a termly basis to inform and address any trends or gaps in attainment.

Children in 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.