Design and Technology
Purpose and Aims
For pupils to be engaged in designing and making products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
- To master practical skills when working with food, materials, textiles, electricity, construction materials, mechanics and computing
- To design make, evaluate and improve
To take inspiration from designer throughout history.
Our curriculum is categorised in 2 ways
- Breadth - which gives pupils experiences of a range of Design and technological experiences covering food, materials, textiles, electricity, construction materials, mechanics and computing
- Depth - which helps pupils to think and act like designers and makers who carry out research, ask questions, work constructively and independently.
Whilst coverage is our goal for the “breadth” element, repetition and increasing the understanding is our goal for the “depth” element.
Our curriculum drivers shape our approach to teaching art and design so that every opportunity is taken to relate design technology to the needs of our pupils. Design technology is studied throughout each academic year and across each key stage so that pupils can gain a growing developmental understanding of the matters, skills and processes in our curriculum. Coherent contexts for learning engage and involve pupil.
Progression and Assessment
Our progression has 3 key objectives which mirror the 3 aims of the subject. We set out our expectations around Chris Quigley Essentials “mile stones” approach. Each milestone has a set of indicators that re repeated throughout 3 cognitive domains: Basic (We call it Paddling), Advancing (we call in snorkelling) and Deep (we call it diving). It is expected that the vast majority of pupils will have an advancing understanding by the end of the milestone and some will have a deep understanding.
Assessment and reporting
We will assess the pupil’s depth of understanding each term and use this to forecast as to whether pupils are on track to meet our curriculum expectations for the end of the milestone.
Monitoring, Evaluation and Improvement
The role of the leader in monitoring pupil’s outcomes is to audit teacher’s judgements. This is done collectively in staff meetings and then collated by the leader. The leader then works collectively with the teachers to examine the strengths of the provision along with the areas for development for the provision. The leaders then create an action plan to improve achievement. The leader keeps track of the improvements they have secured over time to understand how effect the provision is.