It is our aim at Ash Green that our Design and Technology (DT) curriculum sparks pupils’ curiosity and develops pupils who are eager to make links with their prior learning and develop new Design and Technology skills and knowledge. By using creativity and imagination our pupils will design and make products which help to solve problems within a variety of contexts. As our pupils move through school, they will learn how to take risks and become skilful citizens. Pupils will also critically evaluate their own work and the work of others to develop an understanding of how Design and Technology affects their daily life and the wider world. For example, throughout every unit of work pupils will evaluate their own products and designs, comparing them to their peers or notable designers. The DT curriculum at Ash Green is clear, sequential and structured. In Early Years it is based on ‘Development Matters’ and in Key Stage 1 and Key Stage 2 it is based on the National Curriculum, which is taught through discrete units of work. Our clear, sequential, and structured DT curriculum has been carefully and coherently planned to meet the needs of all our pupils from when they join us in our Just Three provision right through to when our pupils leave us in Year 6.The DT curriculum is skills-based and provides pupils with a great depth of knowledge, building on what has been taught before and towards clearly defined, agreed end points.
At Ash Green we use whole-school Progression Grids to ensure that DT skills are taught progressively throughout all year groups. For example, in Year 2, pupils use basic sewing skills to make puppets, in Year 3, pupils build upon these skills to make seasonal stockings, and then in Year 5, pupils create funky furnishings by designing cushion covers using a range of sewing, fastening and designing skills. To support out whole-school Progression Grids we use half termly Knowledge Organisers in Early Years and unit-based Knowledge Organisers in Key Stage 1 and Key Stage 2. These Knowledge Organisers identify key knowledge, skills and vocabulary for each discrete DT unit and are shared with all stakeholders, including links to the school website on ‘Class Dojo’ for Key Stage 1 and Key Stage 2 and ‘Evidence Me’ for Early Years in order to maximise home-school learning opportunities, and encourage parents and carers to take an active role in their child’s learning.
We recognise that in our school community there are a high proportion of disadvantaged pupils, therefore we have designed our DT curriculum to include formal learning opportunities, memorable experiences, visits, visitors, events and enrichment activities. For example, in Year 2 our pupils visit the seaside after learning about and creating 2 | P a g e their own seaside snacks. These opportunities enhance pupils’ learning and provide motivation to develop critical evaluation skills. We recognise that the pupils need both a sense of valuing themselves, and developing aspirations for their future, therefore a primary focus of our curriculum is to raise ambitions and dreams, engender a sense of personal and collective pride in achievement, and provide a purpose and relevance for learning. Our DT curriculum supports the development of ambitions and dreams by providing opportunities to learn about previous inventions and different inventors. For example, in Year 4 pupils learn all about past inventions including the invention of the telephone and the world wide web before designing a new product based on a given problem.
Implementation: Below is a brief summary of the implementation of the DT curriculum at Ash Green. Please refer to the DT Policy and Scheme of Work for a more thorough break down of how the DT Curriculum is implemented at Ash Green from Early Years to Year 6. To ensure high standards of teaching and learning in DT, we implement a curriculum that is progressive throughout the whole school and aims to enable all pupils, regardless of background, ability or additional needs, to reach their full potential. Teachers will differentiate learning to suit a range of learning styles to ensure all pupils enjoy learning. In Early Years the key skills of DT are based on Development Matters and are taught and enhanced through the teaching of ‘Expressive Arts and Design,’ ‘Knowledge and Understanding of the World,’ and ‘Physical Development.’
The teaching is integrated within topics and learning takes place through continuous and enhanced provision as well as planned focus adult-led lessons. A range of indoor and outdoor provision areas are planned to include construction, collage, junk modelling, technology, snack and baking. Pupils are encouraged to complete activities independently during free flow play which allows them to further enhance, and secure skills learnt during adult-led activities. Adults also use this opportunity to address misconceptions and to move pupils on without hindering the creative process. Pupils have the opportunity to use different media and materials to express their ideas, make plans and construct with a purpose in mind. Developing skills to use simple tools and techniques appropriately, effectively and safely. Pupils’ work is recorded in books and online using EEXAT. In Key Stage 1 and 2, key skills and techniques are developed further ensuring greater understanding and progression. Teachers plan and deliver a series of lessons which follow the designing process (research, design, make and evaluate) aiming to develop key skills within each discipline (constructions, mechanics, textile and materials, CAD, electronics and food). Long term plans guide teachers to plan and teach lessons which contribute to a broad and balanced curriculum and ensure that lessons are coherently planned and are responsive to pupils’ prior knowledge. Pupils’ 3 | P a g e work will be recorded and shared with parents in books and the online platform, Seesaw. Impact: Leaders in school, including the DT Manager regularly measure the impact of our DT curriculum through Deep Dives and the monitoring of teaching and learning, assessment and on-going self-review. We survey staff, pupils and parents, undertake learning walks, carry out both formal and informal monitoring in order to sample typicality, and also scrutinise samples of work produced by pupils both in school, as well as remotely. We have an established system of Governor review with a Standards and Effectiveness Committee who oversee our curriculum.
Governors on this committee receive regular reports, and discussions are held at this committee meeting on successes and upcoming priorities. Based on monitoring and Deep Dives, clear next step priorities for DT are agreed as part of a DT action plan. The impact will be that our pupils will be academically prepared for the next phase of their education, are motivated to succeed and achieve, and are equipped with all the personal skills to do this. The DT curriculum will be rooted in excellence and enjoyment which will promote achievement, collaboration, individual and collective pride, confidence and high standards of behaviour for learning.
See our Knowledge Organisers below.
Overview
Policy and Scheme of Work
Year 2