Values

Intent

• For children to be inspired to work both collaboratively and independently to create innovative designs which solve real and relevant problems within a variety of different contexts. 
• Opportunities provided for children to explore, develop and communicate their own ideas and responses.
• Children to feel confident to take ambitious risks. 
• Children to think critically; reflecting on, evaluating and improving their work and the work of others. 
• Children to be able to experiment, invent and create in a ‘safe’ environment where there are no ‘right’ or ‘wrong’ results.    
• All children to express themselves creatively and imaginatively in a variety of contexts using a wide range of media and materials. 
• Children to develop a range of practical skills and become proficient in designing, making and evaluating products. 
• Children to understand how to make healthier lifestyle choices when it comes to their diet. 

Implementation

• The EYFS and National Curriculum forms the basis of teaching and learning and dictates the curriculum content for Design Technology.  
• Our Design Technology skills progression and provision map supports planning and ensures there is progression in the development of key skills.  
• Wherever possible,  first-hand experiences and real things are used as a stimulus for design activities. New techniques and skills are modelled and examples of work are shown to the children.    
• In group and individual work, pupils have the opportunity to develop, refine and experiment, record and present their ideas and techniques.
• Children have the opportunity to use a wide range of materials and resources, including ICT and will be supported to use tools and equipment safely and responsibly.
• Children have the opportunity to work individually, in pairs and in group situations.
• Task design and access points support all pupils to make progress from their relative starting points.
• Opportunities for using and extending design technology skills are built into lessons in other subjects.
• Vocabulary is explicitly taught.

Inclusion

We are committed to our inclusive practise and believe that every child is entitled to a design and technology curriculum that may be adapted to their individual needs.  To overcome learning barriers, a range of scaffolding is provided eg: consistent terminology, displays to support understanding of challenging concepts and practical opportunities to reinforce  knowledge. We also ensure that we give every child scope to extend their learning.

Impact

• Children have developed a love of being resourceful problem solvers and have the confidence to express themselves.
• There is evidence of a development of understanding and skills in design, making and evaluation. 
• Children have a wide range of opportunities to express themselves creatively.    
• Children acquire key skills and make progress with these.
• Children are confident to evaluate their own and others’ work and know how to progress.
• Children have the opportunity to develop skills and interests within and outside of the curriculum.    
• Children are exposed to a wide range of designers which has developed their knowledge in a range of areas 
• Teachers have a deeper understanding of how to teach the skills of Design Technology through the use of detailed medium term plans