Design Technology

Planning can be found on the Curriculum front page. Please use the menu to navigate to this page. Alternatively - click here

Art and Design and Design Technology are separate subjects but are mapped together in this document to support with the timetabling of these subjects across each year group

Vision

Children receive a design and technology curriculum which allows them to exercise their creativity through designing and making. The children are taught to combine their designing and making skills with knowledge and understanding in order to design and make a product.

Intent

We aim to:

• Deliver high quality DT lessons will inspire children to think innovatively and develop their planning, designing, assessing and evaluation skills.
• Our DT curriculum provides children with the opportunities to develop their skills using a range of media, materials and tools.
• Children learn the skills using cooking and nutrition, textiles, mechanisms and construction. The skills they acquire are applied to their cross-curricular topics, allowing children to use their DT skills to develop their own products.
• DT contributes to children’s personal development in independence, judgment and self -reflection. It is paramount that DT work be purposeful. Pupils should be clear what the intended outcomes are and have a means to measure their own work against this.
• In DT, children are expected to be reflective and evaluate their work, thinking about how they can make changes and keep improving. This should be meaningful and continuous throughout the process, with evidence of age-related verbal and written reflection.
• Children are encouraged to take risks and experiment and then reflect on why some ideas and techniques are successful or not for a particular project.

Implementation

• At SGPS the teaching of Design and technology across school follows the National Curriculum through the use of DT association’s ‘Projects on a page’ documents. Children design products with a purpose in mind and intended user of the products.  DT projects are often made cross-circular – linking to the other subjects taught.
• Detailed knowledge organisers have been created which include key questions, images and essential vocabulary.
• There will be opportunities for enhancement e.g. DT themed weeks/projects throughout the school year (with a view to increasing this).
• School has a progression of skills document. This also is used a retrieval documents to support teachers with identifying previous taught skills. This document is due to be updated this academic year.

Impact

• Children are engaged in a high quality well thought out curriculum, which is planned to demonstrate progression.
• Work in books shows clear skills and understanding that has been taught and retained by the children. Progress can been seen throughout year groups.
• Children are thoughtful in lessons. They talk well about their learning and can articulate their thoughts and understanding to others.
• Rigorous monitoring and evaluation will drive the subject forward. This will be driven by the subject lead with a clear and consistent AME.
• We measure the impact of our curriculum through: a reflection on standards achieved against the planned outcomes; a celebration of learning for each term which demonstrates progression across the school; assessment of the skills and knowledge and pupil discussions about their learning.

The Book - a guide to GOLD - Design Technology. What we do and how we do it.

Art and Design Technology overview

Design Technology

Planning can be found on the Curriculum front page. Please use the menu to navigate to this page. Alternatively - click here

Art and Design and Design Technology are separate subjects but are mapped together in this document to support with the timetabling of these subjects across each year group

Vision

Children receive a design and technology curriculum which allows them to exercise their creativity through designing and making. The children are taught to combine their designing and making skills with knowledge and understanding in order to design and make a product.

Intent

We aim to:

• Deliver high quality DT lessons will inspire children to think innovatively and develop their planning, designing, assessing and evaluation skills.
• Our DT curriculum provides children with the opportunities to develop their skills using a range of media, materials and tools.
• Children learn the skills using cooking and nutrition, textiles, mechanisms and construction. The skills they acquire are applied to their cross-curricular topics, allowing children to use their DT skills to develop their own products.
• DT contributes to children’s personal development in independence, judgment and self -reflection. It is paramount that DT work be purposeful. Pupils should be clear what the intended outcomes are and have a means to measure their own work against this.
• In DT, children are expected to be reflective and evaluate their work, thinking about how they can make changes and keep improving. This should be meaningful and continuous throughout the process, with evidence of age-related verbal and written reflection.
• Children are encouraged to take risks and experiment and then reflect on why some ideas and techniques are successful or not for a particular project.

Implementation

• At SGPS the teaching of Design and technology across school follows the National Curriculum through the use of DT association’s ‘Projects on a page’ documents. Children design products with a purpose in mind and intended user of the products.  DT projects are often made cross-circular – linking to the other subjects taught.
• Detailed knowledge organisers have been created which include key questions, images and essential vocabulary.
• There will be opportunities for enhancement e.g. DT themed weeks/projects throughout the school year (with a view to increasing this).
• School has a progression of skills document. This also is used a retrieval documents to support teachers with identifying previous taught skills. This document is due to be updated this academic year.

Impact

• Children are engaged in a high quality well thought out curriculum, which is planned to demonstrate progression.
• Work in books shows clear skills and understanding that has been taught and retained by the children. Progress can been seen throughout year groups.
• Children are thoughtful in lessons. They talk well about their learning and can articulate their thoughts and understanding to others.
• Rigorous monitoring and evaluation will drive the subject forward. This will be driven by the subject lead with a clear and consistent AME.
• We measure the impact of our curriculum through: a reflection on standards achieved against the planned outcomes; a celebration of learning for each term which demonstrates progression across the school; assessment of the skills and knowledge and pupil discussions about their learning.

The Book - a guide to GOLD - Design Technology. What we do and how we do it.

Art and Design Technology overview

Design Technology

Planning can be found on the Curriculum front page. Please use the menu to navigate to this page. Alternatively - click here

Art and Design and Design Technology are separate subjects but are mapped together in this document to support with the timetabling of these subjects across each year group

Vision

Children receive a design and technology curriculum which allows them to exercise their creativity through designing and making. The children are taught to combine their designing and making skills with knowledge and understanding in order to design and make a product.

Intent

We aim to:

• Deliver high quality DT lessons will inspire children to think innovatively and develop their planning, designing, assessing and evaluation skills.
• Our DT curriculum provides children with the opportunities to develop their skills using a range of media, materials and tools.
• Children learn the skills using cooking and nutrition, textiles, mechanisms and construction. The skills they acquire are applied to their cross-curricular topics, allowing children to use their DT skills to develop their own products.
• DT contributes to children’s personal development in independence, judgment and self -reflection. It is paramount that DT work be purposeful. Pupils should be clear what the intended outcomes are and have a means to measure their own work against this.
• In DT, children are expected to be reflective and evaluate their work, thinking about how they can make changes and keep improving. This should be meaningful and continuous throughout the process, with evidence of age-related verbal and written reflection.
• Children are encouraged to take risks and experiment and then reflect on why some ideas and techniques are successful or not for a particular project.

Implementation

• At SGPS the teaching of Design and technology across school follows the National Curriculum through the use of DT association’s ‘Projects on a page’ documents. Children design products with a purpose in mind and intended user of the products.  DT projects are often made cross-circular – linking to the other subjects taught.
• Detailed knowledge organisers have been created which include key questions, images and essential vocabulary.
• There will be opportunities for enhancement e.g. DT themed weeks/projects throughout the school year (with a view to increasing this).
• School has a progression of skills document. This also is used a retrieval documents to support teachers with identifying previous taught skills. This document is due to be updated this academic year.

Impact

• Children are engaged in a high quality well thought out curriculum, which is planned to demonstrate progression.
• Work in books shows clear skills and understanding that has been taught and retained by the children. Progress can been seen throughout year groups.
• Children are thoughtful in lessons. They talk well about their learning and can articulate their thoughts and understanding to others.
• Rigorous monitoring and evaluation will drive the subject forward. This will be driven by the subject lead with a clear and consistent AME.
• We measure the impact of our curriculum through: a reflection on standards achieved against the planned outcomes; a celebration of learning for each term which demonstrates progression across the school; assessment of the skills and knowledge and pupil discussions about their learning.

The Book - a guide to GOLD - Design Technology. What we do and how we do it.

Art and Design Technology overview

Design Technology

Planning can be found on the Curriculum front page. Please use the menu to navigate to this page. Alternatively - click here

Art and Design and Design Technology are separate subjects but are mapped together in this document to support with the timetabling of these subjects across each year group

Vision

Children receive a design and technology curriculum which allows them to exercise their creativity through designing and making. The children are taught to combine their designing and making skills with knowledge and understanding in order to design and make a product.

Intent

We aim to:

• Deliver high quality DT lessons will inspire children to think innovatively and develop their planning, designing, assessing and evaluation skills.
• Our DT curriculum provides children with the opportunities to develop their skills using a range of media, materials and tools.
• Children learn the skills using cooking and nutrition, textiles, mechanisms and construction. The skills they acquire are applied to their cross-curricular topics, allowing children to use their DT skills to develop their own products.
• DT contributes to children’s personal development in independence, judgment and self -reflection. It is paramount that DT work be purposeful. Pupils should be clear what the intended outcomes are and have a means to measure their own work against this.
• In DT, children are expected to be reflective and evaluate their work, thinking about how they can make changes and keep improving. This should be meaningful and continuous throughout the process, with evidence of age-related verbal and written reflection.
• Children are encouraged to take risks and experiment and then reflect on why some ideas and techniques are successful or not for a particular project.

Implementation

• At SGPS the teaching of Design and technology across school follows the National Curriculum through the use of DT association’s ‘Projects on a page’ documents. Children design products with a purpose in mind and intended user of the products.  DT projects are often made cross-circular – linking to the other subjects taught.
• Detailed knowledge organisers have been created which include key questions, images and essential vocabulary.
• There will be opportunities for enhancement e.g. DT themed weeks/projects throughout the school year (with a view to increasing this).
• School has a progression of skills document. This also is used a retrieval documents to support teachers with identifying previous taught skills. This document is due to be updated this academic year.

Impact

• Children are engaged in a high quality well thought out curriculum, which is planned to demonstrate progression.
• Work in books shows clear skills and understanding that has been taught and retained by the children. Progress can been seen throughout year groups.
• Children are thoughtful in lessons. They talk well about their learning and can articulate their thoughts and understanding to others.
• Rigorous monitoring and evaluation will drive the subject forward. This will be driven by the subject lead with a clear and consistent AME.
• We measure the impact of our curriculum through: a reflection on standards achieved against the planned outcomes; a celebration of learning for each term which demonstrates progression across the school; assessment of the skills and knowledge and pupil discussions about their learning.

The Book - a guide to GOLD - Design Technology. What we do and how we do it.

Art and Design Technology overview