Design and Technology
At Edward Betham, we believe that Design and Technology is an inspiring, rigorous and practical subject. We want children to be creative and use their imagination when designing and making products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. Children are given opportunities to reflect upon and evaluate past and present design technology, its uses and its effectiveness in the process of becoming innovators and risk takers.
In the design process, children develop a broad range of knowledge and skills. They learn how to take risks and overcome obstacles in the design and making process. This ensures they become resourceful, innovative, enterprising, and capable citizens with skills that are prized and relied upon in the ever changing and adapting job market.
- In EYFS D&T is taught as part of Expressive Arts and Design. There is a weekly focus which involves a teaching input and various creative challenges are available throughout the week. Teachers plan opportunities for children to learn to use and explore a variety of materials, tools and techniques safely. The design challenges are linked to the themed learning
- In KS1 and KS2 three Design and Technology topics are taught a year. The mixture of Design and Technology topics that are taught in each key stage are: mechanisms, technology, food technology, textiles, and structures. During each topic, pupils have weekly lessons building to a final outcome which they then evaluate.
- Our curriculum is designed to be progressive with skills building and improving each year. At the heart of our curriculum is design for a purpose. Children learn to design and make products for particular users to solve a particular problem
- The detailed scheme of work provides comprehensive guidance for the teacher to build the necessary skills with their class. The design cycle clearly is laid out, key vocabulary is taught explicitly and key skills are developed as the main objectives during lessons. Teachers plan focused tasks as an opportunity for children to develop particular aspects of their knowledge and skills.
- Where possible, Design and Technology units are linked to a History/Geography/Science topic that the pupils are studying within their wider curriculum in order to provide further links and enhance their learning
- Every D&T unit is structured around SOLO Taxonomy. Pupil outcomes are linked to this success criteria and each child is expected to reach the ‘Relational’ level of learning. The curriculum places a significant emphasis on the creative process as much as the final outcome. Children are encouraged to experiment and are expected to produce highly individual pieces. As such the outcomes might look very different for two pupils achieving the same level
- The curriculum allows pupils the opportunity to produce a prototype which they evaluate and think of changes to improve their design. Pupils then record ideas and adaptations on a second design sheet before the end product is executed.
- Pupils apply their understanding of how to strengthen, stiffen and reinforce more complex structures when executing their designs. They understand and use mechanical systems in their products
- Pupils often have the opportunity to produce an exemplar which they evaluate and think of changes to before their final end piece is created
- The subject lead provides ongoing support for teachers. There is an expectation that teachers will seek to develop their own subject knowledge and skills in order to highlight key skills and develop children’s techniques
- The general teaching requirement for health and safety applies in this subject. We encourage the children to consider their own safety and the safety of others at all times. Teachers will introduce equipment with health and safety guidelines and any equipment that could cause harm is supervised by an adult.
Children at Edward Betham enjoy D&T. Skilled staff enable pupils to grow in confidence in design and technology and they are able to apply the design process to other areas of the curriculum. Our pupils are confident to explore, experiment and take risks. They understand the value of the process and the learning journey that they undertake and know how learning from mistakes is an integral part of the creative process. The impact of the curriculum is reviewed regularly by class teachers through ongoing assessment and by the subject leader who plans CPD to develop the subject further. It is expected that the majority of our pupils will meet the end of key stage expectations outlined in the National curriculum for Design and Technology.
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