CYCLICAL as pupils return to the same skills again and again throughout the key stages. It focuses on: INCREASING DEPTH so that each time a skill is revisited it is covered with greater complexity. We also emphasize PRIOR KNOWLEDGE: returning to a skill, prior knowledge is utilised so pupils can build upon previous foundations, rather than starting again. All lessons in KS1 are based on one of four stands: Structures, Mechanisms, Textiles and Cooking and nutrition. In KS2 they also have the following strands: Electrical Systems, Digital World and Mechanical Systems. Each strand is taught to follow the process of Design, Make, Evaluate - all drawing upon technical knowledge.
Put simply, the process associated with designing and making are robustly embedded supporting pupils learning and helping them to make their own choices and decisions.
opportunities to explore existing products, deconstruct them and then evaluate them. This allows the children to explore and discover the processes involved in making a product. Using this information the children then design their own products where they are encouraged to become innovators and risk-takers.
Investigative work will include individual and collaborative learning experiences promoting a positive growth mind set, a sense of responsibility and challenges that take children beyond the classroom in-line with our whole school vision that ‘with God nothing is impossible’.
Put it simply we want the children to take responsibility for their own and others learning, developing a growth mindset in the process
We aim to excite the children through enquiry and open-ended STEM activities, visitors and trips. These provide opportunities for the children to draw on their previous knowledge and use what they know to solve problems. This allows the children to see where DT fits into daily life and understand that DT has changed our lives and the world in which we live. Experiencing first-hand accounts from people within industry, engineers and other professionals within appropriate fields provides the opportunity for the children to see that these people are just like them and that DT has an important role to play both now and in the future.
Put it simply the children understand the relevance of DT. Learning from experiences and real life role models allows children’s dreams and ambitions to grow so they are better prepared for the future.
The impact of our DT curriculum is that a confident and valid set skills and knowledge supported by Christian values which can be used to not only further their education but help them in their life’s journey.