The intention of our DT curriculum is to provide the pupils of Silverdale Primary Academy with relevant, coherent, progressive knowledge of the design process and the technical ability to build, craft and make products for a purpose. We intend for our pupils to develop an appreciation of the work of a range of craftspeople.
Our curriculum is designed to embed core disciplinary knowledge, and the ability to approach challenging, design projects through developing,
- Marking out and cutting
- Fixing and joining
- Mechanical and control
- Finishing and presenting, including food hygiene
- Related vocabulary
Design and Technology at Silverdale Primary Academy, is taught in alternate half-terms. We follow the United Learning Design and Technology curriculum as this is well planned and sequenced. In EYFS DT is taught throughout the year, with a mixture of focused modelling and daily provision of activities in continuous provision.
The curriculum is planned in the following areas.
- Investigate, disassemble and evaluate
How have materials and components been used? How has the product been made? Why has it been made this way? What are the different parts of a product called and what does each do? How does the way a product works relate to its intended purpose?
How can materials, structures and techniques be tested? How can materials and structures be joined? Where might materials and structures fail?
- Design and make, evaluate
How will ideas be explored, developed, communicated and modelled in a variety of ways? How will a product be made; what materials, equipment and processes will be used? What alternatives are there, if initial attempts fail? How well did the product work? What were the strengths and areas for development? How well did the final product relate to its intended purpose?
Teachers deliver Design and Technology lessons ensuring;
▪ The cycle of lessons for each unit, carefully planned for progression and depth are followed.
▪ All lessons are planned around Rosenshine’s Ten Principals of Instruction, alongside the use of Kagan structures promoting cooperative learning as well as enquiry.
▪ Pupil’s sketches and drawings should demostrate the build-up of knowledge and skills needed to create a purposeful product.
▪ Puipls will be given the opportunity to evaluate an aspect of their learning.
▪ A means to display and celebrate the pupils’ design and technology work in their class is encouraged.
Our Design and Technology Curriculum is high quality, sequenced and is planned to demonstrate progression year on year, giving pupils the skills and knowledge and vocabulary that they need to move forward in their learning, alongside opportunities to apply their knowledge to different contexts. Pupils are making progress by keeping up with the curriculum, demonstrating that they know more and remember more. In addition, we measure the impact of our curriculum through the following methods;
- Pupil discussions about their learning. This includes discussion of their thoughts, ideas, processing and evaluations of work.
- A reflection on standards achieved against the planned outcomes.
- Each class has the opportunity to share and discuss their new product.