INTENT

At Everton Primary School, we believe DT is an essential part of our curriculum; we don’t believe this is a stand-alone subject and is often linked to other areas of the curriculum, such as: Maths, Science and English. Our intention is for our teachers to deliver the National Curriculum, promoting enthusiasm and curiosity so children have a real thirst for understanding of Design and Technology. We intend to immerse our children in language so they have the confidence to speak and write about this area. Our intention is to inspire children and allow children to be innovative and creative thinkers, showing ambition and resilience to be successful. Our belief is that children should understand, and respect, the significant designers of the past and present and how they have shaped the world we live in today. We want children to have a real depth of understanding for the design process, the making and the evaluating. Our intention is for children to be critical thinkers, offering kind but honest critique to others when working as a team or independently. Our curriculum intends to make children aware and understand that products are made for specific uses and to know the importance of product design being purposeful for the user. At Everton Primary School, our aim is to deliver a curriculum which gives children the confidence to contribute to future sustainable products in both the Design and Technology world and everyday lives.

IMPLEMENTATION

As we have 4 mixed classes at Everton, our DT Curriculum has been designed on a 2-year rolling programme. This is to ensure all National Curriculum is taught to all our pupils before they leave our school.

Through our model of teaching, children will be given the opportunity to make products and foods for audiences, making learning purposeful and relevant.

DT is an essential part of learning in the Early Years Foundation Stage (EYFS) as it is entwined into everyday learning. The Design and Technology aspects of the children’s learning link to the objectives set out in the EYFS Development Matters Statements and the Early Learning Goals (ELGs).

In Key Stage 1, the children will learn the designing and making skills through a variety of creative and practical activities. They will learn to evaluate their products using existing products and a design criteria. Children will begin to learn a range of technical language, linking to the unit they are learning.

In Key Stage 2, children will be taught the importance of using research to develop a design criteria that is fit for a particular audience and purpose. Children will be taught to understand that ideas can be communicated in a variety of ways: discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design. When making, children will be taught to select from a variety of tools and materials which fit the product specifications. Children will be taught the importance of evaluation and will do this by analysing existing products, evaluating against their design criteria, critiquing independently and in a team. Children will be taught the technical vocabulary linked to their unit and will apply this knowledge during the design, making and evaluating process.

Cooking and Nutrition

Cooking and nutrition plays an important part of our Design and Technology curriculum. Children will be taught where food comes from and will be given the opportunity to prepare food. Moving through this area, children’s confidence will develop and they will be taught how to apply the principles of a balanced diet. They will learn how to prepare and cook ambitious savoury dishes, using different techniques. They will be taught to understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

The way in which we implement our curriculum:

• The standards for Design and Technology have been mapped out on our progression document, ensuring children year on year develop their knowledge and skills in a sequential way.
• Design and Technology is not taught every week of each term; instead, it has been blocked into half-terms, terms where a particular key unit is taught (see progression maps and long term plans).
• Teachers use standards and break this down into smaller learning objectives; these are mapped out on Medium Term Plans, which develops sequential and cumulative learning and progression.
• In a Design and Technology lesson, there will be: 1. Revisit and review, 2. Vocabulary development, 3. Teacher input (modelling), 4. Learning task and 5. Assessment of learning and review of the lesson.
• Within our lessons, a key component is to review previous learning, allowing children to understand their learning journey and giving them the confidence to be able to articulate their understanding and link learning together. Learning is reviewed in a range of ways: quizzes, games and mini assessments. Teachers also review through morning starter activities. This keeps learning refreshed and supports their long-term retention.
• Vocabulary is an integral part of our Design and Technology curriculum; we believe it is crucial we give our children the language to talk like Designers and Makers, developing ambition to one day work in this field. All children are given knowledge and vocabulary mats at the beginning of each new unit; this shows the golden nuggets of information along with key vocabulary we want the children to know. This vocabulary is then driven throughout the unit, ensuring children have a clear understanding of it and are equipped to use it.
• Knowledge and vocabulary mats are also used as one assessment tool at the beginning, during and at the end of a unit of DT learning so teachers can assess progression in knowledge and skills. Teachers also assess each lesson's Learning Objectives and will indicate if learning has required support or has been carried out with independence. Along with teachers assessing learning, children are also required to show independence by assessing their own learning.
• When a unit is studied, throughout all classrooms, a learning journey is displayed, displaying a build up of knowledge and skills and allowing the children a key point of reference to review their learning.

IMPACT

The amazing Designers of Everton Primary School will (by the end of Year 6):

• Know that purpose and audience subsequently shapes the design of a product.
• Know that purpose and audience subsequently shapes the design of a product.
• Know that a prototype can be refined, is a key part of the making process and can be tested out on a wide range of users so that the final product is fit for purpose.
• Know that evaluation of past and present DT leads to an understanding about its impact on modern day life.
• Know that a 3D frame can be reinforced and strengthened. Know that pulleys and gears can be used to create movement.
• Know that global health can be adversely impacted when food choices are limited due to environmental and social circumstances beyond an individual’s control and show respect for this in our current climate.
• Know what a balanced-diet is and how to apply this.
• Know how to prepare and cook a savoury dish.

Our Progression Document, Long Term and Medium Term plans display the learning for each point throughout our Design and Technology Curriculum.