Intent 

DT should provide children with a real-life context for learning. At Austwick Primary School, we want to allow children to aspire to be more, through creating opportunities for them in the wider world. Outdoor learning is a big focus of our DT curriculum and the wider school ethos.  

We are extremely fortunate geographically to have the space and environment which intrinsically lends itself to a multitude of opportunities to learn through both STEM and forest school activities. We are also very lucky to have our local cheese shop offering workshops directly at the school. This opportunity deepens children's love and enthusiasm towards food, whilst involving them in the understanding, processes and techniques required to make cheese. In addition to this, through the DT curriculum, children are inspired by a multitude of engineers, designers, chefs and architects, enabling them to create a range of structures, mechanisms, textiles, electrical systems and food products. This exposure fosters confidence, builds self-esteem and perseverance, encouraging pupils to show understanding of the real world whilst using their D&T skills in all aspects of life. 

Implementation 

DT is taught in all year groups following the National and Early years Curriculums, using the Design and Technology Association, guaranteeing that all areas of the curriculum are covered. Design and Technology will be taught in planned blocks of time, every other half term, alternating with Art. We ensure that learnt knowledge and skills are continually kept current, through quizzes, displaying examples of work, talking to the children, taking photographs and providing a multitude of cross curricular links and projects.  

All teaching of DT should follow the design, make and evaluate cycle. Each stage should be embedded in technical knowledge.  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. Each of these steps should be entrenched in technical knowledge and vocabulary. 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. 

EYFS 

Design: 

• Begin to use the language of designing and making, e.g. join, build and shape 

• Learning about planning and adapting initial ideas to make them better. 

Make: 

• To learn to construct with a purpose in mind. -Selects tools and techniques needed to shape, assemble and join materials. 

Evaluate: 

• Begin to talk about changes made during the making process, e.g. making a decision to use a different joining method. 

KS1 

Design: 

• Design should be rooted in real life, relevant contexts to give meaning to the learning. 

• Planned through appropriate formats: drawing, templates, talking and mock-ups. 

Make: 

• Children should be given a range of tools for their projects to choose from. 

• Children should use a wide range of materials and components, textiles, construction equipment and ingredients. 

Evaluate: 

• Evaluate existing products. 

• Evaluate their own products against design criteria. 

  KS2 

Design: 

• Rooted in real life, relevant contexts to give meaning to the learning. 

• Researched designs based on functional, appealing products with purpose. 

• Planned (independently) by appropriate methods; annotated sketches, cross-sectional diagrams, prototypes, pattern pieces and computer aided design. 

Make: 

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

• Children should use from and select a wider range of materials and components; textiles, construction equipment and ingredients. 

Evaluate: 

• Evaluations should be in comparison to existing products. 

• Children should independently evaluate against a design criteria.  

• Children should understand how key events and individuals have helped shape design and technology globally – products are in context! 

Cross curricular connections are made throughout the differing projects to promote creativity through subjects such as English, Mathematics, Science, Art, Computing and other subjects. 

Impact 

 EYFS 

Regular observations and assessments of learning are recorded and added to the individual child’s Learning Journey. Termly tracking identifies next steps and feeds into future planning and activities to develop further skills and knowledge. This then contributes to a summative assessment at the end of EYFS using the Early Years Outcomes for Expressive Arts and Design. 

KS1/2 

Assessment of children's learning in Design Technology takes the form of ongoing monitoring of children's understanding, knowledge and skills using key questioning built into lessons by the class teacher. Child-led assessment such as success criteria and evaluation grids are also used to inform the differentiation, support and challenge required by the children. Summative assessment is conducted termly by class teachers and is aimed at targeting next steps in learning as well as informing the subject leader of progress and skills/knowledge still to be embedded. This recording tells us whether each individual child is below expected, at expected or above expected attainment for their age. Design Technology is also monitored by the subject leader throughout the year in the form of collection of evidence (photos), book monitoring, looking at outcomes measured against age-based progression and pupil interviews to discuss their learning. This tangible evidence aids understanding and establishes the impact of the teaching taking place.  

Children will know more, remember more and understand more about DT. Children will retain prior-learning and explicitly make connections between what they have previously learned and what they are currently learning. It is our intention that the learning environment across the school will be more consistent with design and technology -technical vocabulary displayed, spoken and used by all learners.  

By the time children leave our school they will have: 

•  An excellent attitude towards learning and independent working. 

•  The ability to use time efficiently and work constructively and productively with others.  

•  The ability to carry out thorough research, show initiative and ask questions to develop a detailed knowledge of users’ needs.  

•  The ability to act as responsible designers and makers, working ethically, using a range of materials carefully and working safely.  

•  A thorough knowledge of which tools, equipment and materials to use to make their products. 

•  The ability to apply mathematical knowledge and skills accurately.  

• The ability to manage risk, be resourceful, innovative and enterprising to manufacture products safely and hygienically.  

• A passion for the subject.  

 

Children will be equipped with skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and for life as a capable citizen in the wider world.