DT
Design and Technology at Harris Academy Chobham is a highly practical and creative subject, which equips children with a range of crucial life skills that they need for the future. Learning about how to design, build, create evaluate and problem-solve are vital, and encompass some of the core skills that we want children to have when they leave our academy. Design and Technology is all about solving real problems, and as such, is taught in the context of lots of different disciplines. Children are encouraged to use their creativity and imagination to re-imagine products considering their own and others’ needs, wants and values. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and how it is has helped shape the world we now live in.
At Harris Academy Chobham, we aim to provide our children with the chance to develop key skills needed to participate and contribute successfully to an increasingly technological world: creativity, the practical expertise needed to perform everyday tasks, the understanding and skills in order to design and make high-quality prototypes and products for a wide range of users, the ability to critique, evaluate and test their ideas and the work of others, the understanding of the principles of nutrition and the ability to cook safely.
Implementation: How do we teach what we teach?
Design and Technology in the Early Years Foundation Stage
The teaching of design and technology at Harris Academy Chobham begins with and builds on the Early Learning Goals for Technology and Exploring and using Media within the EYFS. We provide a range of experiences that encourage exploration, observation, problem solving, critical thinking and discussion within the five key areas of design and technology. These activities, indoors and outdoors, attract pupils’ interest and curiosity.
Design and Technology in Key Stages 1 and 2
To ensure our teachers provide the best opportunities for the delivery of the design and technology curriculum, the content of the subject has been carefully sequenced. Throughout key stage 1 and 2, teachers will make use of the progression grid, which outlines the expectation of what should be taught in each year group. By following this progression, we ensure that knowledge is building upon what the children have remembered from what they have previously been taught.
In KS1:
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design products based on design criteria.
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communicate their ideas through talking and drawing.
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select appropriate materials and equipment to perform practical tasks.
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explore and evaluate existing products and their ideas against design criteria.
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test and improve existing structures.
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understand where food comes from and the principles of a healthy diet
In KS2:
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research and develop design criteria to design purposeful, functional, appealing products that are fit for purpose and are aimed at particular individuals or groups.
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model and communicate ideas through discussion, annotated sketches, exploded diagrams, prototypes, pattern pieces and computer-aided design.
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select from and use a wide range of tools, materials or ingredients and equipment to perform practical tasks accurately.
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investigate and analyse a range of existing products.
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evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
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apply their understanding to test and improve more complex existing structures
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understand and use mechanical or electrical systems.
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apply their understanding of computing to program, monitor and control their products.
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prepare and cook dishes using a range of cooking techniques
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understand seasonality of ingredients.
The children are given the opportunity to gain first-hand experience through working individually, in small groups or on larger scale pieces of work with the five key areas of design and technology throughout the year.
Impact – how do we know what pupils have learnt and how well they have learnt it?
At Harris Academy Chobham, evidence of the learning in design and technology is dependent on the project outcome, year group and the skills and knowledge being developed. Classes will document their learning in their DT folders: this could be in the form of photographs of practical activities, prototypes/ models, sketches, research and evaluation of outcomes or critique of work completed by themselves, a peer or a professional.
Learning walks, learning reviews, reflective practice strategies, and pupil voice interviews enable us to measure the impact of the teaching and how embedded the subject truly is.
It will be evident from plans, lesson observation and pupil-voice, that teachers are doing the following:
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providing children with knowledge and skills in design and technology;
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teaching skills and processes with a range of materials;
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offering chances for children to explore the potential of different materials and to make independent discoveries; allowing children to use their own ideas and experiences to create work that is valued;
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allowing children time to create with opportunities to problem solve and review and refine their work;
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allowing chances for children to work alone and with others;
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providing an environment where children feel safe taking risks and are not intimidated by ‘getting it wrong’ and empowering children to pursue creative endeavours.
Our teachers rely on a range of assessment tools to provide data on the knowledge and skills pupils have, their progress and their development points. This includes:
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Assessment for learning through our ‘Knowing More and Remembering More’ starter sessions
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Challenge tasks
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Enquiry tasks
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Standards of learning in books and products
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Quizzing, multiple choice and end of unit questions