DT

DT Curriculum Leader: Mrs Corlett

Intent:

The intent of the DT Curriculum at Hindsford is to provide plenty of opportunities for the children to learn, apply and strengthen essential skills required in the designing, making and evaluating of an effective product for a given purpose.

It is also the intent of the DT Curriculum to ensure that the children are well-equipped with useful technical knowledge to support them in the design and making of their product. For example: Learning how to strengthen a structure to make it more stable, learning how to use mechanisms or electrical systems in their designs and learning how to use computer programming to control a product.

In addition, the school aims to develop the children’s use and understanding of technical vocabulary associated with this subject. This is so that the children can articulate the skills that they have applied, the equipment that they have used and describe the material/s and features of the product that they have made.

Implementation:

Early Years:

In Early Years, the children develop essential basic skills in design and technology which prepares them for their transition into Year 1. This is by the teacher creating many opportunities for the children to carry out D&T related activities across all areas of learning.

The most relevant statements for DT are taken from the following areas of learning:

  • Physical Development

  • Expressive Arts and Design

  • Understanding the World

3 & 4 Year Olds
Personal, Social and Emotional Development
Select and use activities and resources, with help when needed. This helps them to achieve a goal they have chosen or one which is suggested to them.
Physical Development
Use large-muscle movements to wave flags and streamers, paint and make marks.
Choose the right resources to carry out their own plan.
Use one-handed tools and equipment, for example, making snips in paper with scissors.
Understanding the World
Explore how things work.
Expressive Arts and Design
Make imaginative and complex ‘small worlds’ with blocks and construction kits, such as a city with different buildings and a park.
Explore different materials freely, in order to develop their ideas about how to use them and what to make.
Develop their own ideas and then decide which materials to use to express them.
Create closed shapes with continuous lines, and begin to use these shapes to represent objects.
Reception
Physical Development
Progress towards a more fluent style of moving, with developing control and grace.
Develop their small motor skills so that they can use a range of tools competently, safely and confidently.
Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor.
Expressive Arts and Design
Explore, use and refine a variety of artistic effects to express their ideas and feelings.
Return to and build on their previous learning, refining ideas and developing their ability to represent them.
Create collaboratively, sharing ideas, resources and skills.
ELG
Physical Development – Fine Motor Skills
Use a range of small tools, including scissors, paintbrushes and cutlery.

 

Expressive Arts & Design – Creating with Materials
Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Share their creations, explaining the process they have used.

 

Years 1 to 6:

From Year 1 upwards, the children will engage in three DT units a year which involve the children exploring, researching, designing, making, technical knowledge/skills and evaluating.

Below is a copy of the Medium-Term Plans for each year group:

EXPLORING

The children will explore products linked to their project. They will do this by:

  • Taking the product apart and looking at the material/s used to make it.

  • Looking at the different features of the product.

  • Establishing how the product is constructed.

  • Questioning how effective it is in its purpose.

  • Discussing what could be done to improve this product.

  • Producing a list of key vocabulary linked to this product.

RESEARCHING

The children will carry out research regarding the product that they are going to make so that they can use this research to support the design of their product.

TECHNICAL KNOWLEDGE / SKILL

The children engage in a practical activity of practising technical knowledge or skill that they will be required to use when making their product. This may be a new skill or a sill previously practised but that required more practise.

DESIGNING

The children will draw/sketch their design and annotate this with information about their design such as, what features they have included in their design.

During this lesson the children will also answer questions such as:

  • What materials will I need?

  • What tools will I need?

  • What technical skills will I need to practise before making the product? (Some of these may  have been previously taught skills which need refreshing or be completely new)

MAKING

The children make their product.

EVALUATING

The children will not only evaluate the effectiveness of their product but also the skills that they applied. This will be  recorded both individually in their DT book and collectively in the Class DT Diary.

 Below is:

A copy of the Long-Term DT Plan:

The units that the children complete in each year group have been carefully selected so that all National Curriculum Expectations are met by the end of KS1 & KS2 in the key areas of: Design, Make, Evaluate & Technical Knowledge and Cooking & Nutrition.

A copy of the progression in process skills from Early Years to Year 6:

A copy of the progression in technical knowledge & skills from Early Years to Year 6:

A copy of the DT National Curriculum:

To ensure that:

  • The children remember the long-term content.

  • The children understand that they are systematically learning.

  • The children can integrate new knowledge into larger concepts.

The school has implemented the following system, which is adhered to each lesson.

At the start of each DT lesson, prior learning from the last lesson is recapped. If, however, this is the first lesson in the unit, time will be spent looking back at the DT units completed overtime. This is so that the children can see if there are any previous skills or learning that could be transferred to this new unit.

The children have individual books to use as a reminder of the work they have completed previously.

Impact:

The intended impact of the DT Curriculum is that the majority of children in each year group are working at or above the expected level for their age.

In addition, it is the intended impact that the children:

  • are inspired by the DT Curriculum and want to learn more.

  • show the progression in their skills, knowledge and understanding in the work in their books.

  • can discuss their learning and remember what they have learnt.

  • can identify some key designers and talk about the impact that their work has had on the world.

The above impact will be assessed in a number of different ways throughout each year:

  • At the end of each unit, the teacher will carry out assessments linked to the Medium-Term Plan objectives. A best fit level will then be given at the end of the as an overall level of learning. This levelling will be graded as set out in the school’s Assessment Policy – Below (Not Accessing the Curriculum), Working Towards, Expected or Exceeding.

  • The pace of learning will be viewed via the DT Books and linked to the Medium-Term Plan objectives.

  • Learning Walks will be carried out to assess the quality of teaching and learning being delivered.

  • Pupil voice sessions will assess how much knowledge the children are retaining overtime and able to recall when asked. These sessions will focus on asking the children questions about the learning that is documented in their DT Book.

  • During Curriculum Governor Days, the children will also be asked about their learning in reference to the work in their DT Books linked to the Medium-Term Plans.

  • Photographic evidence highlighting areas covered and shown on Hindsford Blogs.

DT Gallery:

Year 6:

Healthy Bolognese

Year 6 researched existing bolognese recipes, looked at healthier alternatives, practised their chopping and dicing skills and independently cooked their own bolgnese recipe.

The next year the Year 6 children made beef burgers.

Year 5:

Building Bridge Prototypes

Year 5 designed and built a bridge prototype to fit a given design criteria. They had to look at different ways to strengthen their bridge and how to attach the different pieces together to make a strong, sturdy prototype.

Making Pillows

Year 4:

Year 4 have completed a unit of mechanisms and have used different mechanisms to create a moving picture book.

Year 3:

After extensive research into current sandwiches available on the market, Year 3 have used the skills of cutting, grating, peeling and slicing to create a healthy sandwich of their own.

Year 2:

Year 2 used axles and wheels to create their own fire engines. They had to use a saw to cut the axles to the correct size.

Making Puppets

Year 1:

Year 1 have completed a unit on houses. Part of their unit was to research the different types of existing homes and then build their own using paper and cut and fold flaps for the windows and doors.

Moving Pictures

Reception:

Work Gallery:

Response to Covid-19:

During the national lockdown (January 2021 to March 2021), DT lessons were taught remotely. As DT is only taught in the second half term due to Art being taught during the first half term, the children only received 3 lessons remotely before returning to school. These three lessons consisted of the explore, research and planning aspect of DT so that when the children came back to school they were ready to make and evaluate the product.

Pupil Voice:

In a recent pupil voice session, the children showed that they enjoy Design and Technology which can be seen by some of their comments below.

“We make interesting products.”

“We are trusted to use a saw or hammer safely.”

“We got to make burgers and sauces in Year 6. I enjoyed cooking on the barbeque.”

“I liked making hand puppets in Year 2, I was pleased with my sewing skills.”

“I enjoyed stitching.”

“We enjoyed designing our moving monsters and using the syringes and balloon to make it move.”

“I liked decorating my fire engine and putting the wheels on it.”

When asked what could the school to further enhance DT, here are some of their responses:

“We would like to make clothes from different materials.”

“We would like to have a Design and Technology Day.”

“I would like a DT aferschool club.”

Staff Training:

Subject Leader Staff Meeting – January 2022 (Focus: DT Health Check)

Staff Meeting – November 2021 (Focus: DT Book Flick)

DT Consortia Subject Leader Meeting (Zoom) – October 2021 (Focus: Subject Deep Dive & Subject Requirements)

INSET Staff Meeting – July 2021 – (Focus: DT Curriculum Review)

DT Consortia Subject Leader Meeting (Zoom) – May 2021 (Focus: What happened to DT during lockdown?)

DT Consortia Subject Leader Meeting (Zoom) – November 2020 (Focus: Intent, Implementation & Impact Review Statements)

DT Consortia Subject Leader Meeting (Zoom) – June 2020 (Focus: Assessment & Vocabulary)

DT Corsortia DT Training – January 202o (Focus: Sharing Good Practice)

Consortia DT Workshop – September 2019 (Focus: Practical Skills  at Fred Longworth High School)

DT Consorta Meeting – May 2019 (Focus: Developing a Unit of Work)

DT Staff Meeting – January 2019 (Focus: Following a 6 Week Block Unit)

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