Intent Implementation and Impact

Intent

What Design and Technology looks like in our school:

Exciting and creative topics engage children and foster their curiosity about designers and their creations.

• Children working individually, in pairs and groups to develop their skills in Design and Technology. A progression of the key design skills is used across the school evidenced in D & T books which will be transition through the year groups with the children.
• Children’s interests are captured through topics in our Curriculum, ensuring that links are made in a cross curricular way and giving children motivation and meaning for their learning.
• Evaluation is an integral part of the design process and allows children to adapt and improve their product- a key skill which they need throughout their life.
• Children understand and apply the principles of nutrition and learn how to cook.
• Children learning through exploring different designers’ techniques whilst acquiring and developing their own skills.
• Children developing an awareness of different techniques used by different designers, building up a knowledge of how to incorporate this learning into their own creations.
• High quality modelling, scaffolding and discussion of different skills and techniques leading to children creating high-quality products for a wide range of users.

This is the knowledge and understanding gained at each stage:

By the end of EYFS pupils will:

• Represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.
• Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and materials in original ways, thinking about uses and purposes.

By the end of Key Stage 1 pupils will:

• Design purposeful, functional, appealing products for themselves and other users based on design criteria
• Select from and use a range of tools, equipment and materials to perform practical tasks
• Explore and evaluate a range of existing products and their own designs
• Develop their technical knowledge - build structures, exploring how they can be made stronger, stiffer and more stable
• Explore and use mechanisms in their products.
• Use the basic principles of a healthy and varied diet to prepare dishes and understand where food comes from.

By the end of Key Stage 2 pupils will:

• Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose
• Generate, develop, model and communicate their ideas
• Select from and use a wider range of tools, equipment, materials and components to perform practical tasks
• Investigate and analyse a range of existing products
• Evaluate existing products and their own designs and understand how key events and individuals in design and technology have helped shape the world
• Build on their existing technical knowledge including applying their understanding of how to strengthen, stiffen and reinforce more complex structures; using mechanical systems and electrical systems and applying their understanding of computing to program, monitor and control their products
• Understand and apply the principles of a healthy and varied diet
• Prepare and cook a variety of dishes understand seasonality and know where and how a variety of ingredients are grown, reared, caught and processed.

Implementation

• Design technology is provided as either cross curricular or discrete lessons.
• Exciting topics to deepen understanding and offer challenge.
• The skills and techniques developed will be evidenced in D&T book which will transition up the school with the children.
• A progression document is used to ensure that previous knowledge and skills are built on.
• By the time the children leave Year 6, they will have explored and discussed a range of different designers and their work, focusing on the techniques used or the features designers incorporated in their inventions or products. The children will then have a chance to recreate and reimagine these into their own designs.
• All children will be given a chance to work on a range of different collaborative design projects and have their work showcased across the school and in the local community.
• Where appropriate, links will be made across the curriculum to create a more deep and meaningful design education.
• Workshops or Design and Technology days relevant to specific topics may be used to immerse children in the design experience.

This is what adults do:

• Plan inspiring, progressive lessons which work on developing or acquiring design skills and techniques.
• Create a positive learning environment where children feel comfortable discussing and sharing their own and others work and suggesting positive feedback and ways to improve.
• Regularly monitor books, listen to pupil feedback and audit planning.
• Raise the profile of Design Technology within the school, using displays, design and technology days and running extra-curricular design technology or STEM clubs.

This is how we support:

• Work will be differentiated so that all children are able to meet the learning objective in activities suitable to their own individual needs.
• Offering a range of equipment and resources so that all children can make progress during a lesson, e.g. use of templates or guides, different tools etc.
• Small group/1:1 adult support given where required.
• We use teacher and self-assessment to quickly identify any child who requires additional support developing specific skills and techniques.
• These pupils will then receive additional support or resources to use in order for them to successfully meet the learning objective.

This is how we challenge:

• Lessons will be differentiated.
• Additional activities stretch the learning within the lesson and further develop certain skills or techniques.
• Higher level questioning will be embedded

This is how ensure all children can access the curriculum:

• Children who have SEN or EAL needs are introduced to specific subject relevant language prior to the lesson.
• Seating children alongside good role models to support one another or working in groups to enable children to discuss their design choices.
• By providing equipment and resources relevant to each individual child, e.g. templates, relevant vocabulary necessary for writing up design choices, writing frames.

Impact

This is what you might typically see:

• Happy and engaged learners.
• Children posing questions about designs that they wish to research.
• A range of different activities including practical lessons, research lessons, showcase of inventions and evaluations of designs.
• Children able to self-reflect on their designs and the making process, finding both areas of success and evaluating areas of possible improvement.
• Displays around the school and showcases of children’s designs.
• Confident children who are willing to persevere with skills and techniques they are developing.

This is how we know how well our pupils are doing:

• Marking and feedback by teacher and peers. Monitoring of progress.
• Photographic evidence included in children’s Design and Technology books. Displays of work in classes.
• Book scrutiny, pupil voice and planning audits.
• Targeting both Teacher and Learning Assistant support during lessons to ensure progress of all children.

This is the impact of the teaching:

• Children who enjoy Design and Technology.
• Children who can confidently discuss their learning and progress in Design and Technology. Reflective learners.
• Increasingly resilient learners.
• Children who are able to showcase their developing skills and techniques by creating different products and inventions.
• Children who are prepared to share the learning they have acquired in a variety of ways. Children who are able to apply the different design skills and techniques they have acquired to design innovative, functional, appealing products.
• Children who are inspired by the inventions and achievements of the designers they have learnt about.
• Children who aspire to becoming designers of the future