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Design and Technology

Design and Technology Curriculum Statement 

At Canterbury Road, our design & technology curriculum is created to inspire children to think innovatively and inquisitively. Our intent with regard to Design and Technology is to enable our pupils to acquire the skills and knowledge to create with purpose, real life products which are creative, relevant and useful for themselves and others. We offer varied learning opportunities which aim to develop not only children’s technical skills in design and technology; but also their wider knowledge of product design and their ability to apply vocabulary accurately.
Design and Technology is delivered as a discreet subject and, where possible, well planned and meaningful cross curricular links are made by skilled teaching staff, particularly with art, science and maths. Our Design & Technology curriculum covers the skills outlined in the National Curriculum through broad, challenging and inspiring units of work underpinned by the DT Association scheme of work. This was chosen as it fulfils the needs of the National Curriculum, ensures progression in all areas and meets the needs of learners.
Pupils learn the skills and knowledge required to plan, design, develop, make and evaluate useful products and solve real-life problems using creative and research-based ideas and techniques whilst developing an understanding of a broad range of vocabulary. Pupils explore and respond creatively to a range of real-world projects which offer the opportunity to develop knowledge and skills in using tools, materials and resources, including food and cooking equipment. They draw upon and develop existing skills and subject knowledge including design, scientific, mathematical and engineering skills and knowledge along with computing and digital world understanding and acquire new learning through purposeful real-life experiences.

The required coverage of the National Curriculum is broken down into a long term plan, which is further divided into medium term plans by teachers. A curriculum coverage document map- out when each year group is completing a specific unit of work and reflects how each element of Design & Technology is covered throughout the year groups. Lessons are taught progressively with learning from one year group building on the skills and knowledge learnt during a previous year. 
The exploration of the use of existing products, a broad knowledge of the design process and development of pupils’ own knowledge, skills and understanding of technological vocabulary are taught progressively through the school. 
• Lessons are taught weekly throughout three terms in each year group.
• Lessons begin with a recap of previously taught knowledge and skills and new information is taught in small steps with additional practise time built in to sessions to aid working memory.
• Focused topics are taught three times a year in Years 1-6. Design and Technology principles intertwined throughout the Year R curriculum, allowing children to learn knowledge and skills through focused tasks and demonstrate their learning using continuous provision during Child Initiated sessions.
• Children are encouraged to practise skills after they are introduced to ensure they are embedded by reviewing previously learnt knowledge and skills and securing them into long term memory.
• Lessons focus on the development of knowledge, progression of skills and use of design, technological and engineering-based vocabulary which is planned progressively over time. 
• Children will be exposed to memorable and purposeful experiences which spark creativity and imagination in response to real life problems.
• Children are taught in mixed ability groupings within their class.
• Opportunities are provided to explore materials and take part in hands-on practical tasks, designing and making high-quality prototypes and products for a wide range of users. 
• Purposeful teaching with the developmental stage explicitly taught.
• Pupils are shown how to work in accordance with health and safety guidance when using tools and materials.
• Curriculum days - extra-curricular activities and competitions offer additional opportunities for pupils to further explore their interests in Design and Technology and engineering as well as develop breadth in experience. Where possible, parents are also offered opportunities to become involved in their children’s Design and Technology learning through curriculum afternoon activities and opportunities to carry out Design and Technology homework, which allows pupils to practise skills and develop a love for Design and Technology outside the classroom.  
• Pupils are offered opportunities to appreciate and critique the work of designers through history and the impact they have had on the world they live in today. 
• Working walls offer children the opportunity to consistently see good models and the vocabulary needed to share their ideas and opinions and use technical vocabulary when discussing the progress of their projects in design and technology. Teachers refer to working walls when modelling concepts and when solving design problems, allowing pupils to refer to working walls for strategies and develop independence during the designing and making process. 

With the aim to create a love of Design and Technology, an enjoyment of problem solving and an interest in developing real world products, Design and Technology offers our pupils an alternative opportunity in which to demonstrate their knowledge and understanding and a way to express their ideas and thought processes in imaginative, creative and also a technical way. 
Formative assessment is used to capture the knowledge, skills and understanding of technical terms and vocabulary and is used throughout projects to move individual children’s learning forward ‘in the moment’ and to inform their next steps for following lessons. Summative assessment takes place at the end of a Design and Technology unit, usually at the end of a half term block, and this enables us to address any trends or gaps in attainment and well as celebrate children’s successes. Summative assessment is used to inform teachers’ practice as a pupil moves through the school with teachers referring back to ensure learning gaps are filled before new learning is encountered.
Design and technology is a popular subject with our pupils, who are excited, motivated and inspired to produce useful products of their own design, which challenge them to think ‘outside the box’ in today’s dynamic world.