Kirklevington

Primary School

Ready, Respectful and Safe

Design Technology

Article 28: Every child has the right to an education

Intent: What we are trying to achieve in our curriculum?

Our curriculum is designed to meet and address the needs of the children who attend our school. It is ambitious, inclusive, broad and balanced. It is designed to provide a progression of knowledge, skills and vocabulary with clear end points, at the end of key phases in school. The threads ‘Be ready, Be Respectful and Be Safe’ provide the intent of our curriculum design and are implemented throughout each subject.

Characteristic

What do we want to develop in our children at Kirklevington?

What does this look like in our School?

Be Ready

Be Ambitious – aim high, exposure to experts and role models, challenge provided in teaching knowledge, skills and vocabulary
  • Designers and role models, including within the local community, are identified in the curriculum, enhanced by visits and trips
  • Children are exposed to copies of design work and encouraged to evaluate this
  • The Design curriculum extends the knowledge, skills and vocabulary of all abilities
  • Pupil voice relating to creativity and innovation encouraged
  • Lessons, work books and displays demonstrate exposure to experts
  • Knowledge, skills and vocabulary are progressive with clear end points
  • Children are articulate with the vocabulary they use in design & technology lessons

 

Be Independent – Prepared for now, the next steps and for life
  • Children learn to explain why they have chosen something in their design, including the properties of materials and ingredients
  • Children develop in their ability to work without adult support and organise themselves
  • Assessment shows children have gained the knowledge and skills needed for the next lesson/topic/year/secondary education
  • Children have opportunities to develop their social skills, discussing their ideas & working collaboratively on projects
  • Children are encouraged to make links between design & other disciplines such as maths, science, computing & art.
  • Each child’s ideas and efforts are valued

 

Be Resilient – confident, develop self-regulation, well-being strategies and be problem solvers
  • Children have opportunities to solve design problems and articulate their reasoning to provide solutions
  • Design encourages children to ask & answer questions about their own work and the work of others
  • Children develop the ability to critically reflect upon their work

 

Be Respectful

Respectful behaviours – towards ourselves, our peers and others
  • Children listen to each other’s ideas & value their opinions
  • They work as individuals & members of a team
  • Children are taught to be respectful when evaluating something they or others have created
  • Children are taught to appreciate the work of others

 

Respect rights -RRSA – Understand our rights, how they affect our lives and rights of children globally, celebrating differences
  • Children discuss methods & approaches used by themselves, designers & their peers
  • They explore design & technology locally and globally

 

Respect the environment – our school, the community and the wider world
  • Children are encouraged to work in a tidy manner and to use equipment safely and correctly
  • Children demonstrate respect when attending trips and visits in the local community and beyond

 

 

Be Safe

Keep ourselves safe – know how to report concerns and worries, including with friendships
  • Children are taught how to use DT equipment safely and appropriately, including the use of tools and kitchen equipment
  • Children are taught how to manage personal risks – use of aprons, gloves, safety goggles etc

 

Being safe in the school and community – Knowledge about, our families, the school, the local context and wider world
  • Children and staff consider ways to keep everyone safe during DT lessons
  • Children learn about how designs can improve the lives of others

 

Being safe online –Using technology for the right reasons and knowing its limitations
  • Children follow school rules when using technology to support their work and learning throughout the DT curriculum
  • Children can use technology to improve their own work, gaining ideas and learning about design

Implementation:

Design and Technology is delivered through a variety of creative and practical activities. Our aim is to teach the knowledge, skills and understanding required in the process of designing and making. We want our children to work in a range of relevant contexts.

The planning of learning is supported by a clear skills and knowledge progression. Lessons will focus on developing skills and children working as designers and makers, ensuring that those taught skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. We aim to increase cultural capital for our children through real life experiences, learning about design history in an active and creative way (Trips, visiting experts, utilising local heritage will all enhance the learning experience). We aim to provide opportunities for children to learn as designers and makers, using research based on primary and secondary sources. Links to other subject areas will continue to be explored. Through this implementation, we intend to inspire pupils and practitioners to develop a love of design and technology and see how it has shaped the world they live in.

Design Technology Whole School Progression Map
Whole School Design Technology Topics

Impact

Our aim is to ensure that our children have: