Leigh Sacred Heart Catholic Primary School
Design and Technology
Sacred Heart Catholic Primary School, Leigh
Design and Technology Lead – Miss T Kazmierczak and Mrs E Hart
Intent
Design and Technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and vocabulary and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
Here at Sacred Heart Catholic Primary School we value Design and Technology because:
• Our school is committed to nurturing pupils’ curiosity and creativity, as well as preparing them for living in a modern world where technology is rapidly changing and advancing.
• Design and Technology surrounds us in every aspect of our lives, be it at home, school, recreation or leisure.
• Design and Technology is a practical subject that provides opportunities for all children to design, make and evaluate good quality products
Implementation
In the EYFS, pupils will be taught to:
• Select and use technology for particular purposes.
• Safely use and explore a variety of materials, tools and techniques.
• Represent their own ideas, thoughts and feelings through D&T.
Key Stage 1 and 2
The principle aim of the National Curriculum is to develop children’s knowledge, skills and understanding in the subject, whilst providing enjoyable creative and inspiring Design and Technology lessons. To provide this, a variety of teaching techniques are used for Design and Technology to appeal to a range of learning styles and to be inclusive of all pupils. Activities are taught in blocks. Throughout the year DT is taught for three full half terms. The whole school has a DT focus in, Autumn 2, Spring 2 and Summer 2.
During lessons children are provided with a mixture of whole class teaching, individual and group activities, encouraging both independence and collaborative work. Pupils are taught to focus on the six essentials of good DT practice. The six essential skills are:
• User – children are taught to have a clear idea of who they are designing and making products for, considering their needs, want, interests and preferences. The user could be themselves, another person, client, consumer or specific target audience.
• Purpose – children are encouraged to investigate what the products they design and make are actually for. Each product should perform a clear identified task that can be evaluated in use.
• Functionality – children are encouraged to design and make products that function in some way to be successful. Products often combine aesthetic qualities with functional characteristics. Children are reminded that in DT, it in insufficient to design and make products that are purely aesthetic
• . Design decisions – when designing and making children are provided with opportunities to make informed decisions such as selecting materials, components and techniques and deciding what form the products will take, how they will work, what task they will perform and who they are for.
• Innovate – when designing and making, children are required to be original with their thinking.
Projects that encourage innovation lead to a range of design ideas and products being developed.
• Authenticity – children are taught to design and make products that are believable, real and meaningful to themselves and have clear user and purpose in mind.
Principles for effective teaching include:
• Setting tasks in the context of pupils’ prior knowledge
• Promoting active learning
• Inspiring, exciting and motivating pupils to know more
Strategies for effective teaching include:
• Ensuring the teaching methods used suit the purpose and needs of the pupils
• Providing a meaningful context and clear purpose when assigning tasks
• Investigating, disassembling and evaluating activities
• Using focussed practical tasks to help pupils make and evaluate products
• Ensuring tasks are built on skills and understanding
The classroom teacher, in collaboration with the subject leader, will ensure that the needs of all pupils are met by:
• Setting tasks which can have a variety of responses.
• Providing resources of differing complexity, according to the ability of the pupils.
• Setting tasks of varying difficulty, depending on the ability group.
• Utilising TAs to ensure that pupils are effectively supported.
Impact
Teachers’ Design and Technology planning is consistent and shows a clear pathway that provides opportunities for all children to Design, Make, Evaluate and develop their Technical Knowledge, following a skills based curriculum that builds on previous knowledge, skills and vocabulary and is taught with varied, meaningful opportunities. Evidence in children’s Design and Technology books, files and products made shows a progression of skills across year groups and assessment procedures verify this. Pupil voice supports a love of learning and the enjoyment children have of our Design and Technology curriculum.
