Design & Technology – subject information

Intent

Our Design and technology curriculum ensures that all children have the opportunity to design and make a wide range of products that solve real and relevant problems. We will fulfil the requirements of the National Curriculum for design and technology whilst ensuring the progressive development of skills from EYFS to Year 6.

Design and technology gives children the opportunity to solve problems using their own imagination and creativity. It is a hugely practical subject but also draws on a multitude of other curriculum areas including maths, science, computing and art. Children develop an understanding of social and environmental issues along with technical knowledge and essential life skills.

Our design and technology curriculum will inspire pupils to analyse, evaluate and reflect on the effectiveness of past and present products. They will work both as individuals and as part of a team to innovate, take risks and develop a critical understanding of design and technology and its impact on daily life and the wider world.

At Brough Primary School we foster enjoyment, satisfaction and purpose in designing and making things. We want to equip children with the confidence, knowledge and skills needed to take part and contribute to the development of our rapidly changing world.

Aims

The national curriculum for art and design aims to ensure that all pupils:

  1. develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
  2. build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
  3. critique, evaluate and test their ideas and products and the work of others
  4. understand and apply the principles of nutrition and learn how to cook.

Implementation

To ensure high standards of teaching and learning in design and technology, we implement a curriculum that is progressive throughout the school developing skills in textiles, construction, electrical circuits, mechanical systems and food and nutrition. Design and technology is taught as part of a termly topic, focusing on the knowledge and skills stated in the National Curriculum.

The subject leader provides a long-term plan to ensure children receive a wide variety of design and technology experiences across age phases. The medium-term planning, also written by the subject leader, ensures a balance between skills development and knowledge acquisition. Teachers ensure their short-term planning is suitable for their class’s interests and different learning styles. Lessons and sequences of lessons will often follow the design process of research, design, make and evaluate.

Each design and technology project has an identified end product in order to give children ‘real life’ experiences. Teachers ensure that the children apply their knowledge and understanding when developing ideas, planning and making products. Children critically evaluate existing products, their own work and that of others. They have the opportunity to use a wide range of materials and resources, including ICT.

At Brough Primary, we provide a variety of opportunities for design and technology learning to take place inside and outside the classroom. Each term we have ‘share days’ which offer an opportunity for parents to engage with the school and participate in their children’s learning. Educational visits are another opportunity for the teachers to plan for additional design and technology learning outside of the classroom and provide the children with valuable hands-on experiences.

Impact

At Brough Primary School we want every child to leave us in Year 6 with a repertoire of design skills and attributes that they can use beyond school and into adulthood. We want children to become resourceful, enterprising and capable citizens.

The impact of teaching and learning is measured through an assessment of the high-quality products the children have made, the knowledge and skills they have developed and their ability to apply these in a variety of different ways. Children will meet or exceed the progression of skills requirements in different areas of design and technology.

We measure the impact of our curriculum by: –

  • Moderation staff meetings to look at examples of work
  • Monitoring of taught skills across the school to evidence progress.
  • Images and videos of children’s practical learning.
  • Assessing children’s understanding of topic linked vocabulary before and after the unit is taught.
  • Interviewing the pupils about their learning (pupil voice).

Further information:

‘Parents and carers have a very high level of confidence in the work of the school.’

OFSTED comments

‘The headteacher and governors have high expectations of staff and pupils.’

OFSTED comments

‘The headteacher has made sure that senior leaders, and middle leaders, have had very
effective training’

OFSTED comments

‘The school’s enhanced provision for those pupils who have special educational needs
(SEN) and/or disabilities is a strength of the
school,’

OFSTED comments

‘The enhanced provision, The Bridge, is making a significantly positive contribution to pupils’ ability to self-manage their needs.’

OFSTED comments

‘Currently, pupils, including disadvantaged pupils, develop good skills and knowledge in reading,
mathematics and a wide range of subjects. ’

OFSTED comments

‘The local authority has a clear picture of the development of the school and has supported this school securely on its journey of improvement.’

OFSTED comments

‘Pupils take part in
visits to places of interest that then contribute
very well to their learning.’

OFSTED comments

‘Teachers’ skilful questioning is used well, especially in guided reading and in mathematics to deepen pupils’ learning.’

OFSTED comments

‘The primary school physical education and sports funding is used very well.’

OFSTED comments

‘Pupils make a good contribution to their learning.’

OFSTED comments

‘Parents value the school’s work highly. They believe the school is well led and indicate that the new headteacher has improved the school and that staff are supporting their children well.’

OFSTED comments

‘Pupils are pleasant,
polite and respectful. Attendance is above
average.’

OFSTED comments

‘School leaders
and governors are passionate about pupils’ achievement and personal development. ‘

OFSTED comments

‘The special educational needs coordinator identifies the needs of pupils very accurately and makes sure strong provision is in place to meet pupils’ needs.’

OFSTED comments

‘Pupils study a wide range of subjects and have a good range of additional activities to
broaden their experiences.’

OFSTED comments

‘Teachers ask supplementary questions to make sure that pupils have a full understanding of the work they are doing and are making good progress. ‘

OFSTED comments

‘Governors make a strong contribution to the development of the school.’

OFSTED comments

‘Children settle quickly into Reception and make good progress because of good leadership and
good teaching.’

OFSTED comments

‘Teachers assess pupils’ work accurately and use their good subject knowledge to plan
interesting tasks that engage pupils well.’

OFSTED comments

‘The extra funding for those pupils who have SEN and/or disabilities is used highly
effectively.’

OFSTED comments

‘Staff morale is high and there is a shared sense of purpose and a desire for all pupils to
achieve their full potential.’

OFSTED comments

‘Pupils participate in competitive sports, such as cross-country, squash and football, as well as winning local dance competitions.’

OFSTED comments

‘There is full engagement by the school in a local sports partnership. Pupils say that they
enjoy sport.’

OFSTED comments

‘All pupils spoken to say they are safe in school and they enjoy school.’

OFSTED comments

‘Pupils engage effectively in learning and enjoy school.’

OFSTED comments

‘The curriculum offers many exciting opportunities for learning.’

OFSTED comments

‘An analysis of pupils’ work by inspectors showed good gains in knowledge, skills and
understanding in reading, mathematics and a wide range of subjects.’

OFSTED comments

‘Astute use of professional development and support for staff has resulted in good teaching.’

OFSTED comments

‘The school promotes spiritual, moral, social and cultural education very well.’

OFSTED comments