At Tywardreath School our vision is to create a safe and stimulating environment where all children feel they belong and are able to challenge themselves, take risks and flourish both academically and socially. To develop our children so that they value and respect their own and others individuality, culture and heritage. We are committed to providing a place of excellence with high standards.

To achieve our vision all our children should:

  • Enjoy their primary school years and develop high self-esteem regardless of ‘academic’ ability.
  • Feel safe and secure and have a passion for learning and experience success.
  • Develop perseverance, flexibility, independence in a wide range of learning skills.
  • Be well mannered, respecting themselves, others and the environment.
  • Make a positive contribution to the school and the wider community.
  • Enjoy equal opportunities to succeed
  • Develop lively, inquiring minds and become confident communicators.
  • Experience teaching of the highest quality and develop core skills to a high level.
  • Appreciate the beauty, the diversity of the world and their duty to protect it.

Intent

At Tywardreath school DT is a crucial practical part of our curriculum. Children today will inherit the world around them and all the challenges, concerns and legacies that entails. It is vital they have the skills, knowledge and passion to seek solutions to real world problems. DT should enable them to confront world challenges with confidence, imagination and inventiveness.

DT should provide children with a set of skills in using tools and materials to follow the design, make and evaluate cycle to develop their future thinking and reflective processes. Children should have a DT curriculum rich in real life experiences with the chances to take risks and use tools safely and effectively. We aim to, wherever possible, link work to other disciplines such as mathematics, science, engineering, computing and art.

Implementation

Through a variety of creative and practical activities, we teach the knowledge, understanding and skills needed to engage in an iterative process of designing and making. The children design and create products that consider function and purpose and which are relevant to a range of sectors (for example, the home, school, leisure, culture, enterprise, industry and the wider environment). Use of knowledge organisers help to scaffold, support and inspire the children within the art topic and help to imbed the technical language and knowledge required. Existing knowledge is assessed at the beginning of each topic, as part of the KWL strategy (What I know, what I would like to know and what I have learned). This ensures that the children’s starting points inform teaching and that it takes account of pupil voice, incorporating children’s interests. Tasks are selected and designed to provide appropriate challenge to all learners, in line with the school’s commitment to inclusion. At the end of each topic, key knowledge is reviewed by the children and rigorously checked by the teacher and consolidated as necessary.

When designing and making, the children are taught to:

Design:
Children will research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups. They will generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional diagrams, prototypes, pattern pieces and computer-aided design.

Make:
Children will select from and use a wider range of tools and equipment to perform practical tasks (for example, cutting, shaping, joining and finishing, as well as chopping and slicing) accurately. They will select from and use a wider range of materials, ingredients and components, including construction materials, textiles and ingredients, according to their functional properties, aesthetic qualities and, where appropriate, taste.

Evaluate:
Children will investigate and analyse a range of existing products.
They will evaluate their ideas and products against their own design criteria and consider the views of others to improve their work. Children will understand how key events and individuals in design and technology have helped shape the world.

Key skills and key knowledge for D and T have been mapped across the school to ensure progression between year groups. The context for the children’s work in Design and Technology is also well considered and children learn about real life structures and the purpose of specific examples, as well as developing their skills throughout the programme of study. Design and technology lessons are also taught as a block so that children’s learning is focused throughout each unit of work.

By the end of year 6 our children will have the skills and knowledge to face the design challenges of the future world they will inherit. They will be designers, with significant levels of originality and the willingness to take creative risks to produce innovative ideas and prototypes. Children will have the ability to use time efficiently and work constructively and productively with others as well as independently. The children will have the ability to carry out thorough research, show initiative and ask questions to develop an exceptionally detailed knowledge of users’ needs. Children will act as responsible designers and makers, working ethically, using finite materials carefully and working safely. Children will have a thorough knowledge of which tools, equipment and materials to use to make their products. They will have ability to apply mathematical knowledge to their design ideas. Children will be able to manage risks exceptionally well to manufacture products safely and hygienically. The children will have the passion for the subject and knowledge of, up-to-date technological innovations in materials, products and systems.

Impact

Design and Technology is assessed at the end of each topic. We use a range of assessment for learning strategies including:

  • Questioning, feedback and peer assessment
  • Teacher assessment
  • Low stake quizzing

Monitoring by our Design and Technology lead includes:

  • Pupil voice
  • Teacher consultation/questionnaires
  • Work scrutinies
  • Evidence of workshops/staff meetings.
  • WOW Days and Fantastic Finales

Our subject leader is:

  • Familiar with the progression and sequences of lessons taught through the year and is able to support teachers with planning, the delivery of lessons and sign posting staff to appropriate CPD.
  • Responsible for auditing  resources
  • Responsible for collating and supporting the assessment of pupil’s work.