Design and Technology
D&T Long Term Progression of Skills
Teaching Design and Technology at Haselworth Primary School
We aim to offer a challenging and engaging Design and Technology curriculum that prepares children to deal with tomorrow’s rapidly changing world. Its purpose is to encourage children to become independent, creative problem solvers and thinkers as individuals or as part of a team.
How do we teach Design and Technology
All teaching of DT follows the design, make and evaluate cycle and each stage is rooted in technical knowledge.
The aims of teaching DT in our school are to:
To ensure high standards of teaching and learning in DT, we implement a curriculum that is progressive throughout the whole school. DT is taught through a termly topic, focusing on knowledge and skills stated in the National Curriculum.
We carry out the curriculum planning in DT in three phases: long-term, medium term and short-term. The long-term plan maps out the topic covered in each term during the key stage. The subject leader works this out in conjunction with teaching colleagues in each year group.
Our medium-term plans have been written to link to the themes that are taught in each year group each term and build upon the prior learning of the children. They identify the skills that need to be taught or practiced by children each lesson and ensure there is progress in these skills each year and that children are increasingly challenged. Class teachers then complete a weekly plan which lists the specific learning objectives for each lesson and shows brief details of how the lesson will be taught.
At Haselworth Primary School we provide a variety of opportunities for DT learning inside and outside the classroom. Educational visits are another opportunity for the teachers to plan for additional learning outside the classroom.
- cook and prepare food adhering to good health and hygiene routines
Key stage 1- Food and Nutrition:
Key Stage 2
Inclusion including Special Educational Needs Disability (SEND) / Pupil Premium / Higher Attainers
All children will have Quality First Teaching. A Haselworth Primary School we teach DT to all children, whatever their ability. DT forms part of the school curriculum policy to provide a broad and balanced education to all children. Through our DT teaching, we provide learning opportunities that enable all pupils to make progress. We do this by setting suitable learning challenges and responding to each child’s different needs. Teachers will also take into account the targets set for individual children in their Individual Education plans- as appropriate.
In all classes there are children of differing ability. We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the activities to the ability of the child. We achieve this through a range of strategies:
- setting common learning activities that are open-ended and can have a variety of results;
- setting learning of increasing difficulty where not all children complete all tasks;
- setting specific learning according to individual needs and targets ;
- grouping children by ability and setting different tasks for each group;
- mixed ability grouping which facilitates peer support;
- providing a range of challenges through the provision of different resources and scaffolds;
- using additional adults to support the work of individual children or small groups.
All teaching and learning of DT will ensure that every child has the right to be included and supported as far as possible in the knowledge that there is equality in terms of opportunity, social background, race, gender and disability.
Assessment and Recording
Teachers assess children’s work in DT by making assessments as they observe them working during lessons. They record the progress that children make by assessing the children’s work against the learning objectives for their lessons.
Throughout the unit of work, teachers make a judgement against the National Curriculum statements and the subject’s long-term progression of skills on INSIGHT (The school’s data tracking platform used for all core and foundation subjects). A summative assessment for the subject is made at the end of each unit of learning.
Teachers then use the data that they record to plan the future work of each child and to make an annual assessment of progress for each child, as part of the annual report to parents. Each teacher passes this information on to the next teacher at the end of each year.
Health and Safety
The safety of the children is the responsibility of the class teacher. The children are made aware of the safe use and correct procedure involved when using tools and equipment in a learning environment and how to follow proper procedures for food safety and hygiene. The children are made aware of the need to be careful and to understand that their actions can affect others.
It is the duty of all staff to:
- Recognise and assess the hazards and risks to themselves and others when working with food and other materials
- Take action to control these risks and hazards.
Teachers should be aware of the following:
- Children must not use cooking appliances unless under direct supervision from a responsible adult. The portable oven may be used in an area away from the children or with a barrier between at the teacher’s discretion
- Saws and other sharp objects (nails, needles, craft knives, etc) must be used under direct supervision. The teacher will make a judgement on the undertaking of activities involving sharp and / or potentially dangerous equipment depending on the age / ability of the children in his / her class. Some activities may be undertaken by an adult or in a small group or one to one situation as appropriate
- Perishable foodstuff must be stored safely and refrigerated if necessary. Care must be taken to ensure food is not used after the given sell by / use by date
- Teachers and adult support staff must oversee that cupboards, table tops, cooker etc, are clean and in working order
- Children must wash their hands before and after any contact with food and other potentially harmful substances
- Teachers must take into account possible food allergies to food such as nuts and should be aware of the location of any medication for the allergy.
The monitoring of the standards of children’s work and of the quality of teaching in DT is the responsibility of subject leader. The work of the subject leader also involves supporting colleagues in the teaching of DT, being informed about current developments in the subject, and providing a strategic lead and direction for the subject in the school.
The subject leader has time within school in order to review evidence of the children’s work and undertake drop in visits of DT teaching across the school. The following information outlines how subject leaders monitor, evaluate and review their subject.
- Subject Leaders use self-evaluation and write clear action plans and ensure that they are understood by all those involved in putting the plans into practice, including staff who are new to the school. These are reviewed termly and contribute to the monitoring, review and evaluation of the school development plan.
- Subject Leaders develop a cycle of monitoring throughout the school for the academic year, ensuring that they are able to make judgements about the standards within their subject. This includes learning walks, planning and books looks and pupil conferencing.
- Subject leaders report their impact to Governors via reports or attending FGB to present.
- Subject Leaders ensure that teachers are clear about the teaching objectives in lessons, understand the sequence of teaching and learning in the subject, and communicate such information to pupils.
- Subject Leaders ensure curriculum coverage, continuity and progression of skills in their subject for all pupils, including those of high achievers and those with special educational or linguistic needs;
- Subject Leaders establish a clear, shared understanding of the importance and role of the subject in contributing to pupils’ spiritual, moral, social, cultural, mental and physical development, and in preparing pupils for the opportunities, responsibilities and experiences of adult life.
- Subject Leaders create a climate which enables other staff to develop and maintain positive attitudes towards the subject and confidence in teaching it