Design and Technology
We want our children to enjoy and value Design and Technology and know why they are doing things, not just how. Children will understand and appreciate the value of Design and Technology in the context of their personal wellbeing and the creative and cultural industries and their many career opportunities. Through carefully chosen lessons based on the National Curriculum our children will explore, design, make, evaluate and assess a creation of their own or that of someone else’s. A wide variety of skills will be taught to do this ranging from researching and developing their design, to understanding how some key events and individuals in design and technology have helped shape the world. Where links are plausible and add value to the subject our DT curriculum is linked to our over arching themes of Values, Journeys and Origins.
Values – Journeys – Origins
Values – Y3: Invaders and Settlers, Y4: Romans, Y5: Ancient Greeks, Y6: Britain during WWII
Journeys – Y3: Around the World in 80 Days, Y4: How the world we know today was changed by explorers, Y5: To Boldly Go, Y6: An Unexpected Journey
Origins – Y3: Robin Hood – myth or legend? Y4: What happened in Tudor Derbyshire? Y5: What was Victorian Langley Mill like? Y6: Which is the most important valley in the world – the Nile or the Derwent?
We follow the National Curriculum to ensure a broad and balanced Design and Technology curriculum that builds on previous learning and provides both support and challenge for learners. Where it is realistic to do so links are made with our curriculum themes. We intend to provide a variety of DT lessons that offer an opportunity for children to demonstrate creativity and imagination. Instead of telling a child what we want them to design, we will offer them a real and relevant problem within a variety of contexts. This way the child will not be limited to their design, allowing scope for imagination. Children do not have a scheduled DT lesson each week but are taught as a unit comprising of numerous consecutive lessons during wider curriculum time three times a year. During each unit pupils build on skills developed previously taught.
We follow the model of Explore- Design, Make- Evaluate- Assess. By completing each stage, we will allow the children to improve their product, following the ‘critique, evaluate and test’ procedure the D&T curriculum speaks of.
Children show their learning in a variety of ways and work may be recorded in curriculum books but will also be seen in photographs and the objects they create.
Progress in Design and Technology is demonstrated through regularly reviewing and scrutinising children’s work to ensure that progression of skills is taking place. Namely through:
Looking at pupils’ work, especially over time as they gain skills and knowledge.
Observing how they perform in lessons.
Talking to them about what they know