Design and Technology
Intent
At South Wootton Infant School, every child is entitled to a high-quality design technology education. They use their creativity and imagination to design and make products that solve problems in a range of contexts. They learn how to take risks and evaluate existing products to create their own ideas and designs.
Implementation
· DT is taught as part of the half termly topics. Teachers plan collaboratively using the DT progression grid in order to check for coverage.
· DT is taught as a group or whole class session at Key Stage 1.
· In Reception teachers use the Expressive Art and Design when planning and delivering the DT curriculum. This is delivered through a group activity especially when children are exposed to a new resource or skill. During “Exploration Time” children are able to access resources independently in order to recall and practice a new skill. They also have access to a range of materials in continuous provision whereby they can independently create using their imagination.
· Skills are taught either in whole class or smaller groups. These are then practised in Continuous Provision in Reception and Year 1.
Impact
· We will be able to see that the children know more and remember in DT through evidence in their Topic Books, in high quality work displayed around the school and pupil voice. We will see they are able to recall prior learning and apply it. Children will then start their next year of learning with the necessary skills and knowledge to build upon.
· Topic books show a record of a variety of different DT opportunities for children building on a progression of skills. Classrooms and displays showcase the children’s work in a variety of ways.
If you were to walk into a DT lesson at SWIS you would see:
1. Children who are keen to learn, who are using a range of materials and resources throughout the year.
2. Children who are proud of their work.
3. Children who are confident to talk about the DT work have created and the skills they have used.
How equality, diversity and citizenship is embedded in DT teaching and learning
The children all participate in DT lessons and are exposed to a range of technology, including food technology. They all complete the design and make process. If necessary, adjustments are made to enable equal access to DT opportunities eg different types of scissors are available. Children are encouraged to take their ideas from a diverse range of sources eg when making all-terrain vehicles in Year 2 they looked at vehicles suitable for the rainforest, the desert etc.
Pupil Voice
· Year 2 reflection on their model “I would make my lighthouse better by having a more stable buttress”.
· Year 2 reflection on their sandwich “My sandwich would be better if I had a wrap”.
· Year 1 reflection on their moving picture “I think my design is good because it goes up and down. It is a lever”