|A well thought out, whole school, DT curriculum allows for progression across year groups in all areas of DT (textiles, mechanisms, structures, food and electrical systems).
Food and Nutrition units are taught in each year group. Teacher’s adhere to our Food Hygiene policy carefully when teaching these units and include Food Hygiene with in the unit of work.
A DT unit of work will be taught in each term to ensure full coverage of the National Curriculum requirements.
Each unit of work builds progressively children’s skills and knowledge in the three core activities:
Investigating and evaluating existing products activities
Focused tasks in which children develop particular aspects of knowledge and skills
Designing and making activities in which children design and make ‘something’ for ‘somebody’ for ‘some purpose’.
These three activities are combined in sequence to create our Design and Technology projects.
Teachers are given ownership and flexibility to plan for Design and Technology; often teaching DT as a block of lessons to allow the time needed for the children to be critical, inventive and reflective on their work.
Teachers develop their units of work using the planning principles from the DATA Projects on a Page Curriculum to ensure rigour and progression supplemented with a range of resources from other providers, e.g. Oak Academy, Plan B and Twinkl as appropriate
Each project from Year 1 to Year 6 addressing the principles of designing, making, and evaluating and incorporating relevant technical knowledge and understanding in relevant contexts.
To make sure pupils designing and making activities are valid teachers make sure they implement the following 6 principles
· User – first and most important – who is the user – who will use this product?
· Purpose – what task or function will the product perform?
· Functionality –how are the products going to work? What do they need to do to be successful?
· Design decisions –are pupils able to make their own choices even if this means making mistakes. Mistakes are not irreversible and are part of the learning?
· Innovation –students need to be encouraged to try things that are different
· Authenticity –how believable or real is the product to the pupil and the end user?
Teachers ensure that the relevant health and safety issues related to the tasks to be undertaken are explicitly discussed and implemented.
Where relevant pupils are introduced to specific designers, chefs, nutritionists, etc. helping to engender an appreciation of human creativity and achievement and increase the cultural capital from which they can draw in the future
There are opportunities for D&T engagement across all seven areas of learning as outlined in Opportunities for Developing Design and Technology in the Early Years Foundation Stage Framework 2021 from DATA