Design Technology

White House Farm Primary School EYFS and KS1 D&T Termly Unit Coverage

White House Farm Primary School KS2 D&T Termly Unit Coverage

White House Farm Primary School D&T Progression Document 

Intent

Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.

At White House Farm Primary School, children will acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how 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. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

Implementation 

White House Farm Primary School have worked with subject specialists within Sapientia Education Trust as well as using the Projects on a Page scheme of work to ensure that children learn D&T through a variety of creative and practical activities. The knowledge, understanding and skills needed to engage in an iterative process of designing and making have been carefully mapped out to ensure that children progress within the subject of D&T and that D&T is not just consider making or craft.   Children at White House Farm work in a range of relevant contexts: for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment.

When planning a D&T project teachers will focus will consider:

• User – children should have a clear idea of who they are designing and making products for, considering their needs, wants, interests or preferences. The user could be themselves, an imaginary character, another person, client, consumer or a specific target audience.
• Purpose – children should know what the products they design and make are for. Each product should perform a clearly defined task that can be evaluated in use.
• Functionality – children should design and make products that function in some way to be successful. Products often combine aesthetic qualities with functional characteristics. In D&T, it is insufficient for children to design and make products which are purely aesthetic.
• Design Decisions – when designing and making, children need opportunities to make informed decisions such as selecting materials, components and techniques and deciding what form the products will take, how they will work, what task they will perform and who they are for. 
• Innovation – when designing and making, children need some scope to be original with their thinking. Projects that encourage innovation lead to a range of design ideas and products being developed, characterised by engaging, open-ended starting points for children's learning. Authenticity – children should design and make products that are believable, real and meaningful to themselves i.e. not replicas or reproductions or models which do not provide opportunities for children to make design decisions with clear users and purposes in mind.

D&T projects are planned with the subject leader and delivered as part of a termly school STEM event with the support of expert visitors where appropriate.

Many subjects can offer an interesting context for learning D&T.  Therefore where meaningful links between D&T and other subjects can be made teachers will ensure that D&T processes are taught and revisited. 

Impact

Assessment In DT should be no different to other subjects.  At White House Farm Primary School, there is a focus on children's understanding and & communication and not just the practical outcomes.

We measure the impact of our curriculum through the following methods:

• Summative assessment of pupil discussions about their learning.
• Images of the children’s practical learning.
• Interviewing the pupils about their learning (pupil voice).
• Class floor books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work.
• Annual reporting of standards across the curriculum.

Children in Foundation Stage are assessed within Expressive Arts and Design and their progress is tracked termly using PupilAssett