Our Design & Technology Lead is Mr. Austin
The national curriculum for design and technology aims to ensure that all pupils:
National Curriculum 2014 Subject content:
Skills in the Foundation Stage are planned through the objectives within the EYFS.
Key Stage 1
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should 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 designing and making, pupils should be taught to:
Key Stage 2
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment]. When designing and making, pupils should be taught to:
Cooking and nutrition
As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. Pupils should be taught to:
Key stage 1
Key stage 2
Teachers from Foundation Stage to Year 6 will plan to ensure full coverage of the skills relating to the Design and Technology section of the National Curriculum for that year group throughout the year.
Assessment, Recording & Reporting
As in all other areas of the curriculum, assessment is an integral part of the teaching process. Class teachers should keep records of work carried out through the use of sketchbooks, examples of work and photographs. Formative assessment is used to guide the progress of individual pupils in D&T. It involves identifying each child’s progress in each aspect of the curriculum, determining what each child has learned and what should therefore be the next step in their learning. Formative assessment is carried out informally by the teachers in the course of their teaching.
Children’s progress in Design & Technology is reported to parents through the pupil annual report and verbally at termly consultation meetings.
Teaching and Learning for D&T is monitored through learning walks, displays, book looks, photographic evidence and Pupil Voice.
Health & Safety
Children should be working in a safe environment, both in and out of the classroom. Risk assessments should be raised when using sharp or hazardous tools / resources. Allergies considered with at risk products. Use of sharp or dangerous tools, such as saws, should be used in 1:1 adult guided groups. Where appropriate, teachers should consider voluntary adult helpers to increase capacity for making phases of learning.