"Design is a funny word. Some people think design is how it looks. But of course, if you look deeper, it's really how it works." - Steve Jobs
At St. Teresa’s Primary School, we value Design Technology as it prepares children for the rapidly changing world. We aim for it to be an inspiring, rigorous and practical subject where 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. Pupils will acquire a wide range of subject knowledge and draw on other disciplines such as mathematics, science, computing and art. They will learn how to take risks, become resourceful and innovative. They will evaluate past and present design and technology, whilst developing a critical understanding of its impact on daily life and the wider world.
At St Teresa’s Catholic Primary School we want to prepare our children to deal with a rapidly changing world. We want them to become independent, creative problem-solvers and to be able to think both as individuals and as part of a team. We believe that a high-quality design and technology curriculum enables our children to develop critical thinking and understanding of global issues, relevant to our rapidly changing world, and how these can be solved or improved through designs of technology.
Our Design and Technology curriculum inspires children to think creatively, innovatively and inquisitively. We provide varied learning opportunities which aim to develop not only children’s technical skills; but also to develop their wider knowledge of product design, evaluation and their ability to apply vocabulary accurately. Design Technology is taught as a discrete subject across KS1 and KS2 and, wherever possible, cross curricular links with Mathematics, Science, Computing and PSHE are formed.
Our curriculum covers the skills outlined in the National Curriculum through broad, challenging and inspiring units of work. We currently follow the Kapow scheme of learning which clearly organises specific skills and knowledge into appropriate year groups. Due to mixed age classes, our learning takes place over a two year rolling cycle (A and B) with at least three Design Technology topics taught per year. Progression grids are used in order to ensure knowledge, skills and vocabulary are built upon each year. Children have access to knowledge organisers, where they will be able to access key knowledge, vocabulary and meanings to technological terms. In EYFS, the children are given lots of opportunities to explore skills such as problem solving, building with a purpose, designing and making. This is done through a mixture of high quality, child-led engaging continuous provision and focused adult-led tasks. Learning is designed to meet the needs of all learners including pupils with SEND and more able pupils.
Evidence of design and technology is mostly kept in individual DT books, however it may be found in sketchbooks, Science books or PSHE folders if there is a strong cross-curricular link for that unit. Seesaw is also used to capture photographs of the children’s DT work.
Teachers continually assess the children’s design and technology skills through formative assessments, such as questions, evidence collected in the children’s DT books and discussion with the children. Monitoring in design technology includes book scrutinies to ensure that each project is meeting the specific skills outlined in the progression of skills map, learning walks, staff discussions and pupil voice. We understand the importance and value of giving children the opportunity to discuss their learning and establish the impact of the teaching taking place. All of this information is collected and reviewed, which is then used to inform further curriculum developments and provision is adapted accordingly. Each year Governors are informed of progress, updates and impact on children’s learning in Design and Technology through a presentation with Subject Leader.