Design and Technology
Our aim at The Rosary Catholic Primary school is to develop pupils’ design and technology abilities Pupils are given opportunities to develop their use, knowledge and understanding of spoken and practical Design and Technology within a broad and balanced curriculum.
Design and Technology is integral to our pupils’ creativity.
By the time pupils leave The Rosary Catholic Primary School, they will have mastered a range of skills that will support their future development. These are –
- To have a sense of curiosity and enjoyment in Design and Technology by providing pupils with the opportunities to investigate, study and revisit multiple disciplines.
- To have experience Cultural Capital in a variety of different forms by exposing pupils to a wide range of designs, techniques and processes, experience days, and visitors.
- To be resilient, independent and self-motivated by participating in class discussions and presentations where they are able to express themselves and boost their confidence and self-esteem. Pupils are free to learn in an environment where they are unafraid to take risks creatively, by testing materials and processes and learning from their mistakes.
- To ask questions and to problem solve by planning lessons that are built around curiosity. Pupils are encouraged to ask questions and explore by considering and selecting the most appropriate materials.
- To be global citizens of the twenty first century; pupils are given opportunities to discuss links between world events and design challenges faced in the world and how technology influences today.
We want to inspire creativity, develop curiosity and a passion for Design and Technology in our pupils by the time they leave our school.
We teach Design and Technology during alternate half terms with Art and Design.
Design and Technology will be delivered in the form of projects with a clear structure.
We use the Design and Technology Association’s Projects on a Page and follow the design process: research, design, make and evaluate.
A range of skills will be taught ensuring that children are aware of health and safety issues related to the tasks undertaken.
Design and Technology has clear and appropriate cross curricular links to underpin learning in multi areas across the curriculum giving the children opportunities to learn life skills and apply skills to ‘hands on’ situations in a purposeful context.
Children will undertake design tasks and use skills from across the curriculum to fully explore the design process evaluating work ensuring that it is of the highest possible quality.
Independent learning: In Design and Technology children will be encouraged to solve problems and develop independence. This allows the children to have ownership and lead their own learning in Design and Technology.
Collaborative learning: In Design and Technology children are encouraged to work as part of a team, learning to support and help one another towards a challenging, yet rewarding goal.
Teachers encourage pupils to use key technical vocabulary. Opportunities are planned for children to use knowledge from other subjects within Design and Technology and vice versa.
Pupils contribute to the class discussion by sharing their ideas. This is the time when pupils are given the opportunity to discuss, verbalise and refine ideas before committing to final designs.
We measure the impact of computing curriculum in the following ways:
- In-Class Feedback
We understand that feedback is linked to progress and has to be timely to make an impact. In class feedback is used to support teacher’s workload, as well as to ensure that it is as immediate and timely and specific as possible, leaving the teacher time to focus on individual identified needs. Sharing work and ideas within class is championed and pupils are encouraged to be able to constructively criticise and act on peer feedback using the ‘What Went Well’ and ‘Even Better If’ sentence stems.
- Corrective Teaching/Summative Assessment
Skills practice is essential in Art and Design. Teachers adapt their planning to ensure there is time to address misconceptions. It may be addressed in the next lesson, by a Teaching Assistant or in small groups during the lesson.
- Pre Teaching/Pre Assessment
All teachers must be aware of the pupils’ prior attainment; sketchbooks follow each pupil throughout the years. We analyse previous learning and plan according to individual needs and cohorts.
- Formal Assessment Cycle
- o Termly sketchbook monitoring
We also aim to ensure that our pupils are proud of their work and have opportunity to see it on display, shared with others in the school and with their families.
We aim to ensure that as pupils move on from us to further their education and learning, that their curiosity, creativity and passion for Art and Design will continue to grow.
21st Century World; 21st Century Learners