- A clear and comprehensive scheme of work in line with the National Curriculum where teaching and learning should show progression across all key stages within the strands of Design and Technology: Key skills, Cooking and nutrition, structures, moving parts and electronics.
- Children will follow the specific disciplines of researching existing products, purposeful drawing and design skills developing from simple sketches through to exploded diagrams, modelling, prototypes, mechanisms and constructing products all with a clear social purpose.
- Children have access to key language and meanings in order to understand and readily apply to their written, drawn and verbal communication of their skills.
- Children will use a range of resources to develop their knowledge and understanding that is integral to their learning and develop their understanding of working creatively.
- Knowledge organisers for each topic will show the teaching and learning that will take place and highlight the specific vocabulary for the topic.
- Children will reflect on previous learning and cross curricular links will be made wherever possible.
- Children will be able to build on prior knowledge and link ideas together, enabling them to question and become enquiry-based learners.
- Attainment will be assessed each half term through moderation of portfolio work and evaluated, finished products.
The impact of our Design Technology curriculum is that each child learns more, knows more and remembers more so that they reach their full potential in this curriculum area.
- Most children will achieve age related expectations in Design Technology at the end of their cohort year.
- Children will retain knowledge that is pertinent to Design Technology with a real-life context.
- Children will know the impact that Design Technology has on our lives.
- Children will be able to question ideas and reflect on knowledge.
- Children will work collaboratively and practically to design and create.
- Children will be able to explain the processes they have taken.