Rationale for Design and Technology

 

At Braintcroft Primary School we believe that Design and Technology helps to prepare children for the developing world and encourages them to become curious and creative problem-solvers, both as individuals and as part of a team.

We have categorised the curriculum content into five areas: cooking and nutrition, mechanisms, structures, textiles and electrical systems.  Every year group studies three out of the five areas.

Each unit is made up of three strands which are; design, make and evaluate. These strands are consistent throughout each design and technology unit, this allows opportunities for deliberate practise and for schema to be built upon. Content becomes progressively more challenging as pupils work their way through the curriculum.  All knowledge has been carefully selected and are organised in a way in which enables pupils to revisit it, build depth of knowledge, helping them to learn  and remember more. We have planned to teach our Design and Technology in blocks which allows the children to immerse themselves in the units of work that they are studying.

Across Key Stages 1 and 2, we plan design and technology activities so that they build upon their prior learning of the children.  We allow children of all abilities the opportunity to develop their skills, knowledge and understanding and ensuring progressive challenge, breadth and depth to their design and making.  For all those children who need additional support, we scaffold learning where appropriate, to allow all children to reach expected standard and beyond.

The planning is completed through a cross curricular approach ensuring that design and technology has a link to the topics that are studied.  Knowledge organisers are shared at the start of every unit. Vocabulary is taught explicitly, with opportunities provided for deliberate practice.

Teachers assess children’s progress by making observations during lessons and discussions, marking workbooks and evaluating products.  Teachers make progress judgements against learning objectives and staged success criteria.

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