Design and Technology
At Newker, we have a flexible approach to Design and Technology lessons. The topics can be taught in a weekly lesson over half a term, a week block of lessons in a half term or a full Design and Technology day. In whichever format the design and technology topic is approached, there is a focus on instructional teaching, learning time and interactive oral work with both the whole class and smaller ability groups. Our long-term Design and Technology overview has been developed around the Design and Technology Association ‘project on a page’ resources, which ensure coverage of the key elements of design and technology (structures, mechanisms, control, textiles and food) across the school.
Progression in design and technology across the school is ensured by use of the Design and Technology Association progression of skills document, which has been adapted for each of the specific projects taught in the key elements of design and technology across the school.
Design and Technology is covered across the year in all year groups from EYFS to Year 6 with a clear topic structure on the curriculum grids.
Although it is a specific subject, Design and Technology is linked with current topics and interests of the children and provides many opportunities for cross-curricular links such as History, English and Science.
Aims of the National Curriculum
To ensure that all pupils:
- develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an ever 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
Children are encouraged to investigate, use and apply their design and technology skills, develop their thinking skills and problem solve in the context of projects relating design and technology to real life situations, and make use of models and images, technological language, creative design representations and prior learning. Children develop a range of skills including carrying out trial and improvement, making and testing products, selecting appropriate materials and tools for a project, creating explanations and making connections.
Key Stage One and Two
Assessment of pupils is an ongoing activity. Children’s knowledge and understanding is informally assessed in class and group Q & A sessions and through observation during lessons as well as in marking written work. There is no formal assessment of design and technology at the end of each key stage.
Foundation Stage
Teachers use observations of child-initiated activities and adult led tasks to collect evidence of the level the child is currently working at. Observations of child-initiated learning and adult-led activities are used to provide a full picture of the child’s achievement and working level. The children’s attainment in Design and Technology is assessed and reported on in relation to the Early Learning Goals at the end of Reception.
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