INTENT: ‘With Design and Technology, we can develop a brighter future.’ INTENT STATEMENT: At Kidgate, we aim to provide our children with the skills, knowledge and confidence to believe that they can develop a brighter future. In order to help our children to believe they can do this, we promote ambition and aspiration within STEM subjects, often making links to careers in this field and, where possible, speaking to people who are currently in these jobs. Our Design and Technology curriculum will enable children to: - Progressively cover the knowledge, skills and understanding required by the National Curriculum;
- Take inspiration from real world events, objects, individuals and practical experiences to develop a new product;
- Learn about key events and individuals which have helped to shape the world we live in today;
- Follow an iterative design process, encouraging them to identify real and relevant problems, critically evaluate products, and take risks when designing and creating solutions to these problems. This should be linked to a shared design criteria;
- Create innovative designs to solve real and relevant problems within a variety of relatable contexts.
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IMPLEMENTATION: - In EYFS, teachers follow the ‘Development Matters In EYFS’ guidance, helping children to develop an understanding of the world around them. Through the continuous provision provided in our EYFS base, children are supported to develop their gross and fine motor skills, problem solve, and design. They also have the opportunity to work with food on a weekly basis, developing food technology skills through regular cooking and baking activities. Our KS1 and KS2 teams then build upon these foundations through carefully developed Design and Technology units.
- From Year 1 to Year 6, Design and Technology is taught throughout the year, alternating with Art and Design.
- Through our Design and Technology teaching, children regularly have the opportunity to evaluate existing products, as well as designing and making new products with a real-life purpose and audience. They are encouraged to consider the effectiveness of materials, techniques and aesthetics, in order to meet their design criteria.
- Our children frequently have the opportunity to be inspired by inventors and innovators and are encouraged to have high aspirations for their future careers through learning about the lives of these innovators, and the reasons why they created new products.
- Design and Technology lessons follow the six part structure of ‘Get Ready’, ‘Remember’, ‘My Turn’, ‘Our Turn’, Your Turn’ and ‘Reflect’. This is supported by the medium term planning document. All lesson slides should follow this structure to aid consistency and reduce cognitive load for pupils. They should also have the subject intent (‘With DT we can develop a brighter future.’) at the top of the slides, above the learning question.
- In the half term that Design and Technology is being taught, there will be a classroom display showing the learning journey the children are on and the skills they are developing. The learning environment across school be consistent, with Design and Technology technical vocabulary displayed, spoken and used by learners in the classroom.
- Adaptations should be made to ensure Design and Technology lessons are inclusive and accessible to all children.
- Throughout school, we use knowledge organisers to support each unit. These are used to scaffold new learning, pre-teach vocabulary, and support home-school links. On these, the key vocabulary, knowledge and existing examples can be found.
- As our Design and Technology curriculum is progressive, children build upon their prior knowledge through revisiting and consolidating skills alongside introducing new knowledge, challenge and skills in each unit. Alongside this, there are many cross-curricular links which are made, further enhancing their understanding.
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IMPACT: - Throughout school, the outcomes of our Design and Technology learning can be found in the children’s Design and Technology books, as well as on displays in the classrooms and corridors. Each element of the design, make, evaluate process should be evident in pupil’s books. In EYFS, it can be seen through their continuous provision, which is evidenced through photographs and quotes from the children in their Continuous Provision class books. Children in all year groups will be able to use the key Design and Technology vocabulary that is taught when discussing their learning.
- Teachers will use a range of evidence to assess where children are working within Design and Technology including end of unit assessments, discussion, observation, and work in children’s books.
- Our aim is for children to leave Kidgate at the end of Year 6 with the skills, knowledge and understanding needed to access the KS3 Design and Technology curriculum and to be ready for life as an adult in the wider world, having learnt a variety of fundamental skills during their time with us. This not only includes working with a variety of materials, using many concepts to aid designing, and understanding how and why products have been created, but also to be able to work collaboratively and independently, develop their confidence, perseverance and resilience, and develop a range of problem solving skills. We will inspire our children to be aspirational and ambitious, and to believe that they can be the next chef, engineer, architect or designer who can develop a brighter future.
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