Design and Technology (D.T.)
High-quality design and technology education makes an essential contribution to the whole school curriculum. The Boyle and Petyt Primary School (the School) DT curriculum gives pupils the opportunity to be creative and innovative whilst being resourceful, enterprising and ambitious. This subject allows children to respond to the changing world around them and to react to the changing needs of its citizens using a range of materials and resources. The School follows the key objectives of the National Curriculum and the principles of the Statutory Framework for the Early Years Foundation Stage (EYFS).
INTENT
The DT curriculum at the School aims to engage, inspire and challenge all children, giving them:
- the opportunity to make imaginative and personal responses in a range of contexts and in response to a variety of stimuli;
- the opportunity to understand how things work and to share and discuss their ideas;
- the knowledge and skills to plan, design, invent and produce their own creations showing an understanding of:
- the uses and benefits of different materials and processes;
- the uses and benefits of a variety of tools and techniques;
- the appropriate and safe use of tools and techniques;
- different technological resources and processes available to them;
- how mechanisms and structures are assembled and operate.
- an understanding of technological processes, products and manufacturing;
- the opportunity to develop their fine motor skills;
- enjoyment, satisfaction and purpose in designing and making;
- experience of design and technology in the world around them;
- opportunities to respond critically to their own and others’ work;
- knowledge of a range of designers and styles;
- knowledge of subject specific vocabulary;
- opportunities to experience design and technology beyond school, through educational visits and other extra-curricular opportunities.
IMPLEMENTATION
All children experience DT in their timetabled lessons and through wider opportunities that arise during their education.
In the EYFS, children have regular opportunities to engage with DT, enabling them to explore and play with a wide range of technologies, media and materials both indoors and out. Activities such as choosing and exploring materials, joining materials, creating models, folding and shaping using scissors stimulate children’s interest and curiosity and to enable them to develop key skills.
In Key Stage 1, the children are taught DT in timetabled lessons that are blocked across the year.
In Key Stage 2, the children are taught DT in weekly timetabled lessons, that are blocked with art and design.
Teaching follows the systematic progression of components set out in the School’s DT Progression Map. Topic progression is recorded on the DT Progression Map and more detailed specific learning objectives are set out in the Essential Knowledge Overviews.
All children are given opportunities to produce creative work, exploring their ideas and recording their experiences. Children experience a wide range of techniques and opportunities often inspired by designers and / or national or global events. Children’s knowledge and skills builds across the curriculum so that children reach their end points knowing and doing more.
Within lessons, children are given opportunities to work independently and through collaboration with others. Lessons take place in the classrooms and also in the wider school grounds.
Cross-curricular links with other subjects are explored where they add depth to the teaching of this subject.
All pupils, regardless of race, gender or ability, have equal opportunities to participate in all activities. All pupils are encouraged to reach their full potential through the provision of varied opportunities and teaching is adapted to respond to the strengths and needs of all pupils. Teaching is child-centred and is based upon the pupils’ individual needs to ensure that they are taught effectively. When curriculum planning, opportunities are identified for all pupils to demonstrate their knowledge, understanding and skills. Evaluating lessons helps teachers to identify where changes can be made for future planning and development.
In the School, there are pupils with special educational needs and disabilities (SEND) and pupils of high ability who require support and guidance in different ways. School staff and the School’s Special Educational Needs Co-ordinator (SENCO) closely monitor the needs of all pupils to ensure that they are engaged and supported. Pupils with English as an additional language (EAL) are supported and guided by their teachers as required.
IMPACT
Children’s progress is assessed by the DT teachers against the objectives and end points set out in the School’s DT Progression Map and the Essential Knowledge Overviews.
Lessons include regular opportunities to re-visit prior learning to allow teachers to evaluate the extent to which pupils know and remember more.
Monitoring is carried out by the DT Subject Leader through:
- reviewing planning documentation;
- discussions with staff;
- pupil voice;
- classroom observation; and
- work monitoring – work on display and in books.
Other monitoring is carried out by the Head Teacher, the North Yorkshire Senior Education Adviser and the Governors.