Design Technology at Grimley and Holt

Children in the Early Years are encouraged to explore and use a range of media and materials whilst also developing their creativity, imagination and critical thinking. This the foundation on which learning is developed throughout the school.

 Our vision is for children to have a love of Design Technology and develop their creative, design and making skills. Pupil voice is an important part of our assessment allowing us to continually reflect upon our Design Technology curriculum and our offer of extra-curricular activities.

 Formative assessment is used to move children’s learning forward in Design Technology and to inform next steps and attainment is tracked against National Curriculum expectations. This allows us to inform and address any trends or gaps in attainment as the child builds composite knowledge on their learning journey.

Intent
Our Design and Technology lessons are thoughtfully planned and delivered to ensure that teachers cover all the necessary knowledge, understanding, and skills required in the National Curriculum. We strive to encourage children to think creatively by providing them with a diverse range of practical experiences that allow them to develop innovative designs aimed at solving real and pertinent problems in various contexts. The iterative design process is at the core of our thematic units, motivating children to identify relevant problems, critically evaluate existing products, and take risks to create innovative solutions. Throughout this process, we allow time for reflection, evaluation, and improvement, using design criteria to support each step. We also provide opportunities for children to learn about key events and individuals who have shaped the world, highlighting the impact of design and technology on the environment and inspiring the next generation of innovators.


Implementation
Lessons in Design and Technology are developed through an iterative process that allows for revisions to become a part of good practice. Our lesson plans and resources aim to build upon prior knowledge while introducing new skills, knowledge, and challenges. While we suggest a specific series of lessons for each key stage, they are not meant to be used exclusively, but rather as a supportive tool for planning. Each lesson includes the revision and introduction of key vocabulary, which is then reinforced through display materials and additional resources. Adult guides and accurate subject knowledge are provided to ensure that teachers and adults feel confident and supported in teaching. Our goal is to inspire pupils and practitioners to develop a love for Design and Technology and understand its impact on the ever-evolving technological world.


Impact
By fully utilizing all available resources, including display materials, the positive effects of Design and Technology will be felt throughout the school. Technical vocabulary related to design and technology will be consistently displayed, spoken, and used by all learners, leading to a more cohesive learning environment. In addition, engagement with both parents and the wider school community will be improved through the incorporation of design and technology-specific home learning tasks and opportunities. Our goal is to foster a love of Design and Technology among both teachers and students alike, encouraging them to continue building their skills and knowledge well into the future. To measure the impact of these efforts, key questioning skills will be incorporated into lessons, alongside child-led assessments such as success criteria grids.

Sequence of learning for Design Technology

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