Design and Technology
Design and Technology encourages children's creativity and encourages them to think about important issues.
Design and Technology prepares children to deal with tomorrow’s rapidly changing world. It encourages children to become independent, creative problem solvers and thinkers as individuals and part of a team. It enables them to identify needs and opportunities and to respond to them by developing a range of ideas and by making products and systems. Through the study of Design and Technology, they combine practical skills with an understanding of aesthetic, social and environmental issues, as well as functions and industry. This allows them to reflect on and evaluate past and present technology, its uses and impacts.
It is the intent of Beehive Lane Primary School for Design Technology to be taught in all year groups through at least one topic per term, which includes one topic relating to food. Design Technology projects are often made cross curricular - linking to other subjects taught.
Key objectives of intent within the Design Technology Curriculum based on the National Curriculum 2014 guidance:
· Products are to be made for a purpose.
· Individuality should be ensured in children’s design and construction of products.
· Delivery of the two strands: Designing and Making and Cooking and Nutrition.
· More emphasis to be given on creating ‘innovative’ products in KS2.
· Teaching the importance of making on-going changes and improvements during making stages.
· Looking into seasonality of ingredients and how they are grown, caught or reared.
· The introduction of computing and coding of products in KS2.
· Researching key events and individual designers in the History of Technology in KS2.
The national curriculum for Design and Technology aims to ensure that all pupils:
· develop the creative, technical and practical expertise need to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
· 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
· critique, evaluate and test their ideas and products and the work of others
· understand and apply the principles of nutrition and learn how to cook.
The teaching of Design Technology across the school follows the National Curriculum through the use of Design and Technology Association's 'Projects On A Page' documents. Children design products with a purpose in mind and an intended user of the products. Food technology is implemented across the school with children developing an understanding of where food comes from, the importance of a varied and healthy diet and how to prepare this.
Design and technology is a crucial part of school life and learning and it is for this reason that as a school we are dedicated to the teaching and delivery of a high quality Design and Technology curriculum; through well planned and resourced projects and experiences.
Design and Technology at Beehive Lane is an inspiring, rigorous and practical subject, requiring creativity, resourcefulness, and imagination. Pupils design and make products that solve real and relevant problems within a variety of contexts. It is very cross - curricular and draws upon subject knowledge and skills within Mathematics, Science, History, Computing and Art. Children learn to take risks, be reflective, innovative, enterprising and resilient. Through the evaluation of past and present technology they can reflect upon the impact of Design Technology on everyday life and the wider world.
Each topic ends with all children either individually or collaboratively, creating a final product; these products are a fantastic way for children to demonstrate the skills they have learnt. Each lesson builds on the previous and children’s skills are improved upon throughout each topic. It is also clear to see the progression of skills throughout the school through the quality of products each year group creates.
Assessment of children's learning in Design & Technology is by 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. Design Technology is also monitored by the subject leader throughout the year in the form of book monitoring, looking at outcomes and pupil interviews to discuss their learning and understanding and establish the impact of the teaching taking place.
EYFS pupils' progress and attainment is tracked using Development Matters Early Learning Goals, telling us whether each individual child is below expected, at expected or above expected attainment for their age.