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Why DT matters:
Why DT matters:
DT at St. John’s provides an opportunity for children to demonstrate creativity and imagination. It is an inspiring, exciting, practical subject in which children learn about the made-world, and design and make products that solve problems and fulfil real-life needs. Bringing learning to life, DT also develops literacy, maths, science, art, PSHE and ICT skills.
The study of DT in our school enables us to realise our vision of life in all its fullness by:
The study of DT in our school enables us to realise our vision of life in all its fullness by:
Growth - Evaluation is an important part of DT which develops children’s resilience as they prototype, test, analyse and refine their products during the DT design process. Children are actively encouraged to learn to think and intervene creatively to solve problems both as individuals and as members of a team, encouraging them to be innovators and risk-takers, rather than accepting of the ‘norm’ of the current situation and solutions provided.
Kindness - Through designing and making products that solve real and relevant problems within a variety of contexts, children consider not only their own, but also others’ needs, wants and values.
Joy - Through its creative, practical nature, DT can be a joyful subject! Working to develop their product then sharing final products with friends and family can help children develop pride in themselves and their work.
Growth and Creativity - Children learn about successful designers and innovators, including DT visitors to the school and our links with local secondary school DT departments, and can be inspired to explore their new interests and careers in different fields.
How we deliver it:
How we deliver it:
DT is taught by teachers, with each year group completing three DT projects across the year, one of which is a Cooking & Nutrition topic.
We use a scheme of work by Kapow Primary which combines Art & Design with Design Technology, so each class alternates between Art & DT - each term, one half term will be dedicated to a DT project, and the other half will be dedicated to art.
The Kapow DT scheme of work includes carefully selected units and is a spiral curriculum, with key areas revisited again and again with increasing complexity, allowing children to revisit and build on their previous learning. This ensures a clear progression of skills towards the National curriculum end of key stage attainment targets and covers all of the five strands within the DT subject area in enough detail (1. Design -understanding contexts, users and purposes, generating, developing, modelling and communicating ideas, 2. Make - planning, practical skills and techniques and 3. Evaluate - their own ideas and products along with existing products, key events and individuals, 4. Technical knowledge 5. Cooking and nutrition).
Planning may be adapted to meet the specific needs of the class.
DT is taught weekly for a half term, or in a block of day/s or in a combination of both, depending on the nature of the topic.
Children’s progression of ideas, plans and skills within the topic are shown in a variety of ways, depending on the nature of the topic, including worksheets, quiz results, photographs and evaluations of the final product and their learning.
DT is celebrated across St John’s within and outside of the classroom through promotions in assemblies, the school newsletter, competitions and welcoming DT visitors. DT forms a central part of our STEM weeks, which take place every 2 years, ensuring that children experience this twice in their time at St. John’s.
How we know we are doing it well:
Assessment - Children’s skills and knowledge are assessed and developed by the teacher during lessons and through critical discussion at the end of each unit. The identified key knowledge in DT is made clear and checked, reviewed and consolidated at the end of each unit of work. Evidence of learning is presented in a variety of forms including photographs of the final product, quiz results at the start and end of the topic, evaluation sheets and photographs.
Subject leader monitoring of teaching & learning and progression of skills takes place through learning walks, viewing DT work, photographs and final products. Staff voice is heard through surveys, discussion in staff / phase meetings and plans are made to ensure training and development needs are met effectively.
Pupil voice is heard through surveys combined with teachers and the subject leader talking to the children about DT at St. John’s. There is a ‘buzz’ and enthusiasm within the staff and children towards the subject.
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