Design and Technology Curriculum
The development of Design and Technology proficiency at Trinity Primary School is achieved through a range of opportunities and experiences across the curriculum. The curriculum enables pupils to take part in the broad range of activities which are directly associated with:
- Identifying needs
- Generating ideas and problem solving
- Planning and designing
- Making and testing
Through creativity and innovation, design and technology continue to shape our lives. Using an activity-focused approach, a high-quality design and technology education should give pupils opportunities to create, innovate, design, make and evaluate a variety of well-crafted products. Pupils should be taught the technical skills and craftsmanship to execute practical tasks,thereby developing confidence in using these skills. (The National Curriculum)
- It is the intent of Trinity Primary School for Design Technology to be taught in all year groups in an inspiring, rigorous and practical nature.
- Design Technology projects are often made cross curricular, linking to other subjects taught and the interests of the pupils. This includes food technology and cooking projects every once a half term.
- Design Technology in our school will allow pupils to design and create products that solve real and relevant problems, considering their own and others’ needs, wants and values.
- Teachers and subject leaders have a strong subject knowledge and understanding of the skills that are needed to be taught for a purpose.
- Teachers use live and daily planning to establish next steps and address misconceptions of the children’s knowledge as well as skills that need to be revisited and practised further.
- Children are given high quality and engaging opportunities to work as individuals, part of a group and a whole class, focusing on the skills and knowledge of Design Technology that is suitable for their age and stage.
- Assessment of children's learning in Design Technology is an ongoing monitoring process of children's understanding, knowledge and skills by the class teacher throughout lessons. This assessment is then used to inform differentiation, support and challenge required by the children.
- Design Technology is monitored by the subject leader throughout the year in the form of lesson observations, exploration of planning and pupil interviews to discuss their learning and understanding - establishing the impact of the teaching taking place.
- Resources both in the classrooms as well as in the provision will be reviewed termly, to ensure teachers have the correct materials to delivery high quality lessons and activities.
- Both summative and formation assessment show achievement and progression of skills and knowledge. This should be aspirational across all pupil groups. Skills and knowledge gained in DT should then be used by pupils within other areas of the curriculum.
- Children become aware of what is to ‘problem solve’ and ‘become a resilient learner’ (see Essential Characteristic below).
- Children have demonstrated and share their understanding with confidence with other peers and teachers.
- Children are ready to develop their skills further by using what they have understood and processed so far.
Design at Technology at Trinity School 2020-2021
Although we have been experiencing a pandemic this past year or so we have still managed to see some great examples of the children showing their design and technology skills and knowledge.
During home learning children were challenged to design and make floating boats, strong enough to hold a small toy without sinking. The older pupils have also been practicing their woodwork and tools skills in Forest School, recently making catapults.
When returning to school after the lock-down the children were very aware of the world around them and the impact human life has on our planet. We thought very carefully about our food consumption and the ways we can make our meals more sustainable.
The whole school took a trip to the local farm where we discovered how food was produced and ways in which we can help support small businesses. The children thought about how they could reduce meat consumption, making ‘happy cow burgers’ using less meat and adding more vegetables and herbs to fill them up and make the meat go further.