Design Technology (D.T.)
See below for our e-Portfolio and curriculum offer.
A downloadable version is available at the bottom of the page.
INTENT
At Southway, it is our intention to provide children with a real-life purpose and context for learning in all subject areas, including in Design Technology (D.T.) lessons. As an inspiring and practical subject, we intend to prepare children to deal with an ever-changing technological world, encouraging them to become creative and resilient problem solvers, working both independently and with kindness and respect as members of a team.
We teach children to be inspired by real world opportunities and relevant problems, identifying needs and developing a range of ideas and solutions in a variety of contexts. By researching past and present technologies, where possible meeting real industry workers and applying knowledge learnt across other areas of the curriculum, children build their confidence, resilience, practical and analytical skills. Furthermore, they learn to overcome challenges and improve designs and products, all the while finding motivation and meaning for their learning. They will be on the way to becoming risk takers and innovators and will have used a range of tools, resources and materials, including the use of IT, to create effectively constructed and aesthetically pleasing results.
Food technology is also a big focus of our D.T. curriculum and we have a purpose-built kitchen in our DaVinci room. In all lessons, the children are encouraged to cook nutritious food from scratch, setting them up for a healthy future beyond the classroom.
IMPLEMENTATION
Design Technology (D.T.), as a discipline, aligns with the school’s ‘iii’ pedagogical approach. Our school values are also intertwined within our D.T. lessons – children will develop their levels of resilience, teamwork, independence and respect. Lessons will follow the design, make and evaluate cycle. Each stage will be rooted in technical knowledge.
The design process should be rooted in an enquiry-based, real life, relevant contexts to give meaning to learning. D.T. is promoted through our school with a range of stimuli, including enrichment days, cross-curricular learning and discrete lessons interwoven in each year group’s curriculum offer. Children will sometimes work independently and/or work as part of a group. To evaluate, children should be able to evaluate their own products against a design criteria.
Each of these steps should be rooted in technical knowledge and vocabulary. D.T. will be taught to a high standard where each of the stages should be given equal weight.
A wide range of resources will be made available for the children to use, including a dedicated D.T. room called the DaVinci. Opportunities will be made available for the children to use woodwork, textiles, kitchen equipment, technology, LEGO and iPads as part of our curriculum. By the time children reach year 6, they would have had experience of food tech, textiles, design and construction; they should be confidently performing everyday tasks and applying their knowledge, understanding and an increased level of skills as they progress through the school.
IMPACT
The school’s long term, medium term and short term planning, followed by all teaching staff, is informed by Southway’s progression of key skills document for D&T. The document has been informed and built upon the Design and Technology Association (https://www.data.org.uk)’s recommendations – the UK’s leading D&T organisation for schools. The progression of skills ensures children revisit, revise and learn progressive knowledge, skills and understanding.
Physical products and photos will be made, shared and celebrated with the wider school community – through open afternoons, newsletters and/or social media.
There might be evidence in each of these stages in books, which should demonstrate clear progression across the key stages as they are passed up through each year group.
For food and nutrition units, booklets may evidence the process and high standards.
