What makes a good Design Technology pupil at Holy Cross?
A passion for creativity, using research and prototypes to design and evaluate their work successfully and adapt their design to their findings. Trying to create new things and experiment with materials to produce the best quality product possible.
Design Technology at Holy Cross
A high quality Design Technology Curriculum provides an opportunity for all children to learn the skills required to be a successful designer and the opportunity to learn about both contemporary and historical designers.
It encourages children to discover an interest in design technology and allows children to critically engage with design, sculpture and construction.
It can plan opportunities to create and evaluate a range of products and give all learners the opportunity to enjoy being creative.
It must enable learners to access a range of materials in order to understand their properties, widen children’s vocabulary and use of technical language and encourage children to engage with products, considering their purpose and practicality.
Provide a range of materials for children to explore
Children given opportunity develop a range of design skills.
High quality teaching that is appropriately pitched to individuals.
DT is well resourced within the school community and children enjoy regular lessons that are highly valued and enjoyed.
Follow a clearly sequenced and progressive program of study based on the National Curriculum.
Nurturing a resilient learning attitude towards product design, focusing on evaluation.
Children discover new interests and talents in design, sculpture and construction.
Children confidently apply their new found knowledge to other areas of learning.
Outcomes at the end of each Key Stage is good or better.
Children consider how DT learning links to the wider world around them, identifying designs/products they appreciate and explaining why.
Pupils develop a wider vocabulary, using technical and topic vocabulary
Children enjoy DT lessons and are confident to ‘have a go’ applying their new skills.
Demonstrate the enjoyment children feel when designing, making and evaluating their own product.
Children talk with increasing confidence about their learning in DT using appropriate vocabulary.
Design Technology in the Early Years Foundation Stage
Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.
How do pupils learn?
Class timetables have been built to ensure a broad and balanced curriculum.
Subjects have been blocked in a spaced retrieval model to support catch up and to build the frequency of science and wider curriculum subjects. This maximises learning time
DT has been timetabled in an extended session to enable children to have time to develop depth.
Retrieval practise is planned into the curriculum through spaced learning and interleaving and as part of considered task design by the class teacher. Teaching and learning resources and provided for class teachers so they can focus their time on subject knowledge and task design.
Within DT all pupils will take part in all the lesson sequences, but we need to be clear about the critical core content for pupils with SEND.
As part of the planning and preparation for the delivery of each block, teachers will need to consider how specific activities, or the delivery, may need to be adjusted to ensure that pupils with SEND are able to access the materials and participate fully in the lesson.
Pupils with language and communication difficulties (including those with ASD) may need additional visual prompts to help them understand what is expected of them. The task could be broken down into smaller, more manageable chunks and individual task boards used to demonstrate these.
Some pupils may have sensory sensitivities. For those pupils, adjustments may need to be made in order for them to access materials.
Pupils who have difficulties with tasks requiring fine motor skills may need appropriate adjustments to be made to enable them to access the task and / or in order to keep them safe.
Knowledge notes will also be chunked to ensure learners understand key content.
This will then lead to our assessment framework. Some pupils may show extended knowledge and be skilful with it from other lessons.