St Filumena’s Catholic Primary School – Design and Technology Curriculum Statement
At St Filumena’s Catholic Primary School we want every child to be happy and enthusiastic learners of Design and Technology, and to be eager to achieve their very best in order to fulfil their God-given talents. We firmly believe that the recipe for success is high quality first-wave teaching in Design and Technology, which is central to the life of our happy, caring school.
Intent – What we are trying to achieve?
- Our principal aim is that children leave St Filumena’s Catholic School with a wide range of happy and rich memories in Design and Technology formed through interesting and exciting experiences driven through vehicles that enhance a child’s awareness of their own abilities and strengths as a learner; thus ensuring that children see learning in Design and Technology as an on-going process not a one-off event.
- Children will meet the National Curriculum expectations in Design and Technology, which will be taught by highly-qualified, enthusiastic staff who will support children to develop mastery of concepts and inspire enthusiasm and interest in the subject.
- All children will study Design and Technology for 30 minutes per week.
- Opportunities will exist for children of all ages to experience learning beyond the classroom. This will allow them to enrich their knowledge by, for example, visiting a local housing development and viewing show homes with a member of the design team to ascertain how the aesthetic nature of these example homes is designed.
- Children will develop a deep understanding of the subjects they are studying. They will increasingly use their prior knowledge to solve problems and develop the sophistication of Design and Technology.
- Children will understand how Catholic virtues and British Values relate to Design and Technology.
- In Design and Technology, children will develop planning and communication skills, including presenting ideas, produce meaningful and quality products and be reflective of their processes and outcomes.
- Children will develop a real understanding and appreciation of the world learning from the best that has been developed and said. For example, architects, chefs or engineers.
Scheme of Learning
The Scheme of Learning follows the National Curriculum. It allows for appropriate sequencing and aims to secure long-term memory as well as the enjoyment of learning in Design and Technology. The progression of skills for our school is:
Link to progression document
The key areas of exploring and developing ideas, evaluating and developing work, drawing, painting, printing, 3D form, textiles and collage are developed during Early Years, Key Stage One and Two to ensure that our children are prepared for further learning within Design and Technology at secondary education.
Implementation – How do we translate our vision into practice?
- The curriculum hours in Design and Technology are non-negotiable and will be followed by all staff in the school. Fixed timetables will be set before the academic year and monitored by the Senior Leadership Team of the school.
- Subject specialists from our partner secondary school, Painsley Catholic College are and will continue to be integral to the planning process. This will aid transition to Key Stage 3.
- The subject leader for Design and Technology will meet the senior leadership team on a monthly basis to evaluate provision in order to ensure that teaching and learning in Design and Technology is outstanding. Where necessary, staff will receive coaching and training in Design and Technology.
- Carefully designed schemes of learning in Design and Technology ensure consistency and progress of all learners.
- Vehicles drive learning throughout the term. Therefore, Design and Technology is taught through the vehicle.
- Vehicles include guest speakers who are specialists in their field, trips to businesses, fieldwork to relevant places of interest, innovative use of technology to name but a few.
- Design and Technology is taught individually but plays a key role in the achievement of the learning aims of the vehicle. For example, a focus on the local housing market may include a visit to or from an architect to look at the planning process or a visit to a local restaurant and interview with a chef.
- Success criteria in every Design and Technology lesson are set in order to guide children to achieve their potential. This ensures work is demanding and matches the aims of the curriculum.
- High quality teaching responds to the needs of children. Spiral learning is a key focus of all formative and summative assessment with teachers actively marking work in lessons in order to identify misconceptions early.
- High quality input from experts and educational resources complement the delivery of specialist learning admirably. Children understand how Design and Technology is used in the wider world including careers.
- Teaching in drawing skills will be focused on and students will be able to draw a range of 3D shapes accurately and using a ruler.
- Presentation skills be will taught to ensure that students are taking pride in their design work and in work that may be shared as part of a whole class activity. Students should be confident in explaining their design work to peers and teachers and acknowledge feedback as a measure of driving work and progress forward and not a criticism to hold on to.
- Students will have a clear understanding of basic health and safety procedures and how this is linked to the equipment that they use during practical sessions.
- In Design and Technology students will be confident when using equipment and understand and explain simple manufacturing processes that have been taught when completing any practical element.
- An understanding of different material areas should also be covered in relation to; Textiles (Fabrics), Product Design (Wood/Plastic/Metal), Graphics (Paper, Board and Printing) and Food (Ingredients) gifted and talented students should be pushed for specific material names and link them to the correct material area.
Each lesson will include live marking (as per the Marking and Feedback Policy). Work will be marked/evaluated fortnightly following the Marking and Feedback Policy. Homework is not formally set in Design & Technology but children are encouraged to take part in enrichment opportunities such as: reading about Design & Technology, watching programmes and visiting places of interest so that they know about a range of design work influenced by different design areas such as; Architecture, Chefs, Fashion Designers, Car Designers and Product Designers. High quality teaching responds to the needs of children. Spiral learning is a key focus of all formative and summative assessment with teachers actively marking work in lessons in order to identify misconceptions early. An assessment grid is used to formally record an overview of progress of each child.
Design & Technology is taught through the vehicle. This results in excellent cross-curricular opportunities that ensures children are engaged and interested in the subject through the excitement of the vehicle. It also allows for the British Values of democracy, individual liberty, tolerance and respect to be highlighted, understood and practised by children.
Children will learn about key figures and design work and become increasingly more familiar with those who have successfully developed creative, technical and practical expertise within design ranging from Friedensreich Hundertwasser to Antony Gormley.
They will also experience the following during Key Stage 1 and 2:
• Have opportunity to use specialist teaching faculties for Design & Technology within our feeder high school setting
- Visit buildings and places of interest, for example St Chad’s Cathedral and St Giles' Church to study architecture and Pugin’s designs, Cannock Chase to look at War Memorials
- Visit to at least one local and one national gallery and museum for example World of Wedgwood, Tate Liverpool
- Through visits and visitor experience become increasingly familiar with Design career opportunities available in the work place e.g. Cadbury’s World
Impact – What is the impact of our curriculum on the students?
- Children are happy learners within Design and Technology . They experience a wide range of learning challenges within the art and know appropriate responses to them. Children will enhance their problem solving skills and use their resilience to ensure that work is amended rather than started again.
- Through Design and Technology, children deepen their appreciation of their faith and fulfil their God-given talents.
- Visits within Design and Technology have enriched the lives of the children and they are able to discuss how the experience impacted their knowledge and understanding. Children’s confidence will shine through the presentation of their work in group settings and in an individual setting.
- Children of all abilities and backgrounds achieve well in Design and Technology reflected in outstanding progress that reveals a clear learning journey. Children talk enthusiastically about their learning in Design and Technology and are eager to further their learning in the next stages of their education.
- There is a proven record of accomplishment of assessment success that reflects the impact of deep learning.
- Clear outcomes focus and guide all Design and Technology development plans and drive improvement.
- Fundamental British Values are evident in Design and Technology and children understand how it can celebrate difference.
- Through wider reading in Design and Technology, children will be exposed to a range of design work influenced by different design areas such as; Architecture, Chefs, Fashion Designers, Car Designers and Product Designers. This could be achieved through looking at different media’s such as news published online, magazines or Design books.
- Through this exposure, children will produce work that is influenced by the best of the best.