At Even Swindon Primary School, we are designers and innovators!
We believe in ourselves and our wide range of abilities; we are ambitious and want to become the engineers, architects, carpenters and chefs of the future!
Our well-rounded DT curriculum will encourage children to apply a range of problem-solving skills and spark creativity throughout the whole design process which is interwoven with other curriculum subject areas such as Art, Science, Maths and History. By looking at how designers have had an impact on everyday life today, the children will be inspired to ask questions and have a desire to become the innovators of tomorrow.
We have carefully designed our DT curriculum so that children have the opportunity to discover solutions to problems through hands-on, experience-rich learning which is meaningful, enriching and memorable. Our pupils are able to achieve an understanding of skills which fosters their curiosity and engagement with the world around them.
We strive to inspire our pupils’ knowledge of their local area. With its strong links to Design and Technology, Swindon offers a rich history of design and invention with the Great Western Railway, The Magic Roundabout and the former Oasis Leisure Centre. By connecting with their locality, children are inspired and have a real-life understanding of the impact DT has.
- DT is taught during each big term, with 3 projects being covered in each year group. During the term it is covered, DT lesson are taught weekly.
- Underpinning each project is a clear design process which begins with ‘The Three S’s’ – Something (product) for Somebody (User) for Some purpose.
- Teaching staff use Projects on a Page which is used to support planning and encourages teachers’ professional development and knowledge.
- Progression documents enable high standards are met and children are challenged across all year groups. It ensures the appropriate and correct coverage of skills, and that learning each unit and year, builds on from the last.
- Assessment for learning is tracked throughout each project, and an overall assessment made at the end of each unit.
- The nature of DT allows all learners of all abilities to achieve their full potential. Learning is scaffolded through the use of:
– InPrint communication aids to help reinforce key vocabulary used within projects
– Sentence stems
– Using key words sheets, flow charts and visual instruction sheets which explain a process in a step-by-step manner.
– Recording ideas in a range of ways (visually as well as written)
– Adult support to use a range of tools whilst encouraging independence and confidence
- Pupils are challenged appropriately through questioning, showing more critical evaluations of projects and products.
- Children have access to a wide range of resources and tools to explore and make their products. They are able to interact with real-life design companies to gain experience of future careers.
- Knowledge organisers help to embed learning through the explanation of key vocabulary.
- In the EYFS setting, children are encouraged to select and assemble materials and think about their purpose.
- Pupils are given the opportunity to explore existing products to gain first-hand experience for how mechanisms, tools and construction work in context.
- Teacher and support staff are given effective CPD through staff meetings to enhance their knowledge and confidence.
We believe high quality learning in DT has been achieved when pupils can design and make something for someone for some purpose. This may include exploration of significant designers and engineers that have had an impact on the world. Children will be enthusiastic about their learning and will seek opportunities to apply this in a range of contexts.
This will be evident through children’s engagement in the four stages of the design process; research, design, make and evaluate. This will be shown when the children are applying the technical knowledge vocabulary they have been taught to all aspects of their projects, fully embedding the purpose for teaching the key vocabulary. Children’s DT work will be celebrated around the school.
The impact of our DT curriculum will be overseen by the subject leader(s) through learning walks, team teaching, book looks, pupil and staff voice, planning feedback, and ongoing data analysis.