Our Values
KindnessCreating happiness
Friendship Showing patience Sharing encouraging words and our time Thoughtfulness |
CuriosityInquisitiveness
Exploration Discovery Asking questions Making connections |
UnderstandingWelcoming all
Celebrating difference Being inclusive Asking for help when we need it Being tolerant |
BraveryTaking risks
Being adventurous Trying new things Challenging one’s self Standing up for what is right |
ResponsibilityDoing the right thing
Being reliable Care for self, others and the environment Using our manners Taking ownership |
Intent
Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, our learners make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire relevant and increasing complex subject knowledge drawing on disciplines such as mathematics, science, engineering, computing and art.
Our learners are encouraged to take risks becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world.
Learners develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world. They 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 uses – the aim is to do this independently but where learners require additional support this is available so that they are successful. They critique, evaluate and test their ideas and products and the work of others.
They are encouraged to understand and apply the principles of nutrition and begin to learn how to cook. We aim to instil in our children a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.
Our intent is to empower, excite and engage our children by equipping them with the skills and understanding to be successful and confident designers. We want our children to enjoy the process of experimenting with new techniques, inspiring them to create and build independent learning skills which extend outside the classroom.
Implement
Teachers work collaboratively to create design and technology opportunities for their learners. Teachers are supported by the subject leader to ensure that planning is of a high standard subsequently leading to outcomes of a high standard. The subject leader ensures that the diverse range of skills the children acquire through design and technology are planned into the curriculum – this is clearly outlined for class teachers. There is a progression of skills which ensures that our children develop skills by building on prior experience.
Learning within the early years carefully combines the Expressive Arts and Design curriculum with the development of fine motor skills to enable the children to acquire the necessary foundations for National Curriculum learning. This is implemented largely through a continuous provision model but fine motor skills are focused upon on a daily basis.
Learning is based around three Quest opportunities across the school year:
All design and technology learning uses the cycle of design, make and evaluate so that our learners understand the significance and importance of each stage in the process. Prototypes are seen as a way of developing and practising our skills so that we can produce work or quality.
Impact
Our children produce work of a high quality which they are proud of. They understand how their work relates to the real world and know that design and technology forms the basis of many careers they may pursue.
Our children develop a subject specific vocabulary which gives them the correct language to design, make and evaluate.
Learning is captured in floor books so that the children can see the ongoing knowledge and skills they are acquiring. This is largely evidence through design work, photographs of the making stage and photographs of the final outcomes. Evaluations allow the children to reflect on their work and to set targets for future projects.
Subject leadership strives to keep learning fresh and purposeful with links made to the world around us and its ever changing needs.
Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, our learners make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire relevant and increasing complex subject knowledge drawing on disciplines such as mathematics, science, engineering, computing and art.
Our learners are encouraged to take risks becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world.
Learners develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world. They 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 uses – the aim is to do this independently but where learners require additional support this is available so that they are successful. They critique, evaluate and test their ideas and products and the work of others.
They are encouraged to understand and apply the principles of nutrition and begin to learn how to cook. We aim to instil in our children a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.
Our intent is to empower, excite and engage our children by equipping them with the skills and understanding to be successful and confident designers. We want our children to enjoy the process of experimenting with new techniques, inspiring them to create and build independent learning skills which extend outside the classroom.
Implement
Teachers work collaboratively to create design and technology opportunities for their learners. Teachers are supported by the subject leader to ensure that planning is of a high standard subsequently leading to outcomes of a high standard. The subject leader ensures that the diverse range of skills the children acquire through design and technology are planned into the curriculum – this is clearly outlined for class teachers. There is a progression of skills which ensures that our children develop skills by building on prior experience.
Learning within the early years carefully combines the Expressive Arts and Design curriculum with the development of fine motor skills to enable the children to acquire the necessary foundations for National Curriculum learning. This is implemented largely through a continuous provision model but fine motor skills are focused upon on a daily basis.
Learning is based around three Quest opportunities across the school year:
- Festive Quest – this explores the technological knowledge within the curriculum. This is presented within a different context each year to keep our curriculum fresh. However, the knowledge and skills acquired and developed remain the same. Learning is set within the context of a problem so that the children have to use the full cycle of design, make, and evaluate.
- Cooking – this is either incorporated into another Quest across the year or may be part of book fortnight. The children are taught how to cook and apply the principles of nutrition and healthy eating. We are ambitious in the techniques we use and dishes we produce so that the children feel that they have a love of cooking as well as new knowledge of foods.
- Textiles – this is incorporated into our summer term Quest which focuses on the arts. We want the children to see textiles as a cross subject discipline whereby in design and technology we make products using a given brief but also recognising that the artistic and aesthetic element of textile design within the art and design curriculum has a place.
All design and technology learning uses the cycle of design, make and evaluate so that our learners understand the significance and importance of each stage in the process. Prototypes are seen as a way of developing and practising our skills so that we can produce work or quality.
Impact
Our children produce work of a high quality which they are proud of. They understand how their work relates to the real world and know that design and technology forms the basis of many careers they may pursue.
Our children develop a subject specific vocabulary which gives them the correct language to design, make and evaluate.
Learning is captured in floor books so that the children can see the ongoing knowledge and skills they are acquiring. This is largely evidence through design work, photographs of the making stage and photographs of the final outcomes. Evaluations allow the children to reflect on their work and to set targets for future projects.
Subject leadership strives to keep learning fresh and purposeful with links made to the world around us and its ever changing needs.
