D.T.

Intent

Why our Design Technology curriculum looks like this:

DT should provide children with a real life context for learning. At St. Peter’s, we want to allow children to aspire to be more through creating opportunities for them in the wider world. Through the DT curriculum, children should be inspired by engineers, designers, chefs and architects to enable them to create a range of structures, mechanisms, textiles, electrical systems and food products with a real life purpose.
 
 

Implementation

How Design Technology is taught at St. Peter’s:

All teaching of DT should follow the design, make and evaluate cycle. The design process should be rooted in real life, relevant contexts to give meaning to learning. While making, children should be given choice and a range of tools to choose freely from. To evaluate, children should be able to evaluate their own products against a design criteria. DT should be taught to a high standard, where each of the stages should be given equal weight. There should be evidence in each of these stages in the DT books, which should also develop to show clear progression across the key stages as they are passed up through each year group.

 

In KS1 this looks like:

Design:

  •          Design should be rooted in real life, planned through drawings, templates, talking and mock-ups.

Make:

  •          Children should be given a range of tools to choose from, using a wide range of materials and components; textiles, construction equipment and ingredients.

Evaluate:

  •          Evaluate existing products.
  •          Evaluate their own products against design criteria.

 

In KS2 this looks like:

Design:

  •          Rooted in real life. Researched designs based on functional, purposeful products
  •          Planned by appropriate methods; annotated sketches, cross-sectional diagrams, prototypes, pattern pieces and computer aided design.

Make:

  •          Children can select from a wider range of tools and materials than KS1.

Evaluate:

  •          Evaluations should be in comparison to existing products.
  •          Children should evaluate against a design criteria.
  •           

Assessment of children's learning in Design Technology is an ongoing monitoring of children's understanding, knowledge and skills by the class teacher, throughout lessons. This assessment is then used to inform differentiation, support and challenge required by the children.

Summative assessment is conducted termly by class teachers across each year group of the school to inform the subject leader of progress or skills and knowledge still to be embedded.

 

Impact

 Children will design and make a range of products. A good quality finish will be expected in all design and activities made appropriate to the age and ability of the child.

They will develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.

They will build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users and critique, evaluate and test their ideas and products and the work of others

They will  understand and apply the principles of nutrition and learn how to cook.

Year 5 designed and built their own bridges and tested how strong they were by placing weights on them