Purpose of Study:

Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make 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.

Aims:

The national curriculum for design and technology aims to ensure that all pupils:

• develop the creative, technical and practical expertise needed 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.

Intent:

At Grange Junior School DT is taught as a subject in its own right, following a clear progression to ensure skills, knowledge and understanding are built upon and secured across the key stage. DT is an inclusive subject where all children can succeed in their learning – especially disadvantaged pupils, those with SEND, those who are known (or previously known) to children’s social care and those who face other barriers to their learning and/or well-being (though carefully planned support and scaffolding), those who are known (or previously known) to children’s social care and those who face other barriers to their learning and/or well-being (though carefully planned support and scaffolding).  DT is also used to support and enrich other areas of the curriculum, leading to high quality outcomes. Through DT children develop good behaviours for learning (resilient) and essential skills for life whilst being safe.  DT fosters children’s creativity (nurture) and evaluative skills.  They are taught to research current products available and evaluate how successful they are (respect) which in turn enables them to design, make and test a product that can be used in the wider world.  DT allows children to utilise skills learnt now in later life and employment. DT encourages children to ask question and to challenge themselves in a variety of ways (challenge).

Implementation:

The DT long term plan ensures a coherent, broad and balanced curriculum is offered across the Key Stage enabling all pupils – especially disadvantaged pupils, those with SEND, those who are known (or previously known) to children’s social care and those who face other barriers to their learning and/or well-being (though carefully planned support and scaffolding) to achieve. Units of work are planned, by the subject manager alongside year group Teachers, following a coherently planned and sequenced curriculum so that pupils build knowledge and skills sequentially and cumulatively across the key stage meeting the aims of the National Curriculum. Most topics have links to different cultures/countries to enhance the learning and give a purpose to the projects.  A sequence of lessons builds upon skills, knowledge and understanding and the progression in skills used is apparent in what the children are able to produce. Staff development, informed by monitoring, ensures that teachers have good subject knowledge to enable them to deliver high quality lessons, leading to high quality outcomes.   DT comprises of 3 weekly blocks per year group, delivered in each term. 

Impact:

DT is enjoyed by the Teachers and pupils across the school with clear, high expectations that can be achieved by all – especially disadvantaged pupils, those with SEND, those who are known (or previously known) to children’s social care and those who face other barriers to their learning and/or well-being (though carefully planned support and scaffolding). The DT subject manager carries out monitoring in the form of book scrutiny and pupil conferencing. This information is used to establish the effectiveness of planning, teaching and learning for that term and provides points for further professional development within the subject, either on an individual, cohort or whole school level. Pupils are provided with oral feedback throughout the project and teachers continually monitor progress and outcomes, adapting planning where necessary, providing scaffolds where needed.   Children will receive final written feedback in DT books at the end of a topic using the assessment criteria on their learning journey. Children have planned opportunities to share and celebrate their work with their families and a end of year grade is provided annually.