Here is what our children think: "I liked colouring in my design" Ella, Year 1. "I liked drawing and then creating my design" Freddie, Year 1. "I enjoyed labelling my design. I know what I need to put onto my puppet now" Lena, Year 1.
National Curriculum and the DT Curriculum progression model – our aims:
- Our approach to teaching Design Technology is grounded in the three elements of our school vision: relationships, an innovative approach to teaching and having the highest expectations. We inspire and challenge our children through a safe and happy learning environment, to achieve excellent standards in DT.
- DT is an inspiring, rigorous, and practical subject that uses creativity and imagination. Pupils in our school will design, make and evaluate products that solve real and relevant problems within a variety of contexts; considering their own and others’ needs, wants and values.
- When learning in DT children acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art.
- Our aim is to provide children with the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
We hope that our children will 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 whilst being able to critique, evaluate and test their ideas and products and the work of others.
Keeble’s teaching sequence for DT:
- Our curriculum has been deliberately designed in order to ensure that children experience a progressive experience across all strands of Design Technology. These span both the disciplinary skills of Design Technology, and the strands of technical knowledge which children are expected to know and remember through the course of their DT learning experience.
National Curriculum and The Elevate Design Technology Curriculum Progression Model:
Teachers select specific knowledge and skill from the DT curriculum progression model to form a sequence of lessons, always following the teaching sequence of: design, make and evaluate.
Within our Academy Progression Model we have mapped out a yearly overview to show progression of skills from Year 1 to Year 6. Per year there are 3 units that have a recommended end product, teachers have the opportunity to change and adapt these to suit their sequence of learning within other subjects.
In EYFS, DT is taught through a play-based approach. Children can access a wide range construction and design materials, including junk modelling, blocks, and large-scale construction items outside. Children also have access to a variety of open-ended materials, to inspire original ideas and imaginative play.