Our DT curriculum provides children with opportunities to research, represent their ideas, explore and investigate, develop their ideas, make a purposeful product and evaluate their work using the principles: User, Purpose, Functionality, Design Decisions, Innovation and Authenticity. Children will be exposed to a wide range of media including textiles, food, woodwork and electrical systems; through this, children will develop their skills, vocabulary and resilience. The skills they acquire and develop are applied to creating a relevant product designed to perform one or more defined tasks. Each design and made product will work/function effectively in order to fulfil users’ needs, wants and purposes. It is paramount that DT work be purposeful, functional, fun and engaging. Pupils should be encouraged to express their individuality and understand that trial and error, investigations and adaptations are crucial and necessary to the process of a DT project. Children are encouraged to take risks, experiment and then reflect on why some ideas and techniques are successful or not for their particular project.
The long term plan is followed by year groups to ensure the pupils are building on previously taught skills within their DT projects. These skills are set out in the rationale for each unit of work, so the year group teams are aware of the prior knowledge and skills. Following the principles: User, Purpose, Functionality, Design Decisions, Innovation and Authenticity the children will complete 3 different units using different media throughout the academic year. Each project the children will undertake will have a purpose. As well as underpinning these principles, the following is taken into account: the knowledge, skills and vocabulary all children must master which are highlighted in the National Curriculum and Chris Quigley milestones. A cycle of lessons will happen for each project, which carefully plans for progression and depth; trips to local secondary schools, Nissan car plant, local restaurants and Diggerland, Durham to name a few and visiting experts such as Architecture workshops for schools, Tech4fun and STEM who will enhance the learning experience.
Our DT Curriculum is developing to provide well thought out lessons and topics that demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods: A reflection on standards achieved against the planned outcomes; pupil discussions about their learning, which includes discussion of their thoughts, ideas, processing and evaluations of work. By the end of the academic year 20/21 we would expect the children to be able to clearly identify and explain the variety of objectives that they will have been exposed to over the course of the year – this should include knowledge of the process.
Termly assessments will be completed by class teachers. Assessments made will be based on work in Sketchbooks and practical activities (recorded on Earwig). The subject leader will moderate assessment judgements each term – this will include moderating evidence uploaded to Earwig and work in Sketchbooks.
It is important that the children’s voice, thoughts and opinions are valued and they feel they are able to represent themselves through their projects. It is important that resources are ordered in good time where appropriate – resources may need to be ordered mid process depending on children’s designs. Please use our care takers for any advice around woodwork, they are more than happy to help.