Our DT curriculum is a combination of researching, planning, making and evaluating to produce products for a purpose that the children have made with their own ideas to showcase their individuality. The children are given the same opportunities in food technology to gain the skills and knowledge they need to become confident cooks.
Pupils use creativity and imagination, to design and make products that solve real and relevant problems, producing high-quality prototypes and products for a wide range of users. They acquire a broad range of subject knowledge whilst drawing on their knowledge from other subjects in school. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world which includes understanding and applying the principles of nutrition and how to cook.
Design Technology is led by an experienced subject expert who supports staff in implementing the Learning Challenge Curriculum and projects on a page (Design and Technology Association). We ensure teaching is highly effective by delivering a balance of child initiated experimentation opportunities and focus teaching through concrete, meaningful experiences. Children practice their skills and develop knowledge through a wide range activities which are differentiated to meet all needs including; researching and investigating similar products and techniques. Children learning new techniques to fasten, cut, strengthen and present using a wider range of materials including; cardboard, fabric, plastic and wood. Children talk about and try new foods, experiencing new tastes and gain an understanding of where food comes from and which foods are healthy. Children are taught the skills of how to use tools and materials effectively and safely. They are provided with a range of materials to construct and fix together. Opportunities are provided for food preparation, cooking and baking.
Learners have the knowledge and skills to work confidently with a wide range of materials, working like a designer. Children make sustained progress in design technology which is measured against age appropriate progression grids and expectations. By the end of each phase children are expected to know, apply and understand how the skills they are being taught can be used in a real life context.