Design Technology Curriculum WCPS- Progression of knowledge and skills

Intent: Knowledge, skills and the National Curriculum

Our approach to the Design Technology curriculum is discrete lessons within a thematic/topic based approach underpinned by the HCAT accelerated learning approach to teaching and learning.

The key concepts, principles and themes have been developed from the National Curriculum into a range of progressive knowledge and skills through which the children are helped to grow and develop to succeed in 21st century Britain.

The Design Technology curriculum we offer is designed to meet the needs of all our pupils. It is rich, varied, imaginative and ambitious and meets the needs of individual learners by can easily be adapted for pupils with additional needs.

Implementation: Accelerated Learning

Design Technology is not taught discreetly, but is fully embedded across the whole curriculum. The Design Technology curriculum is rich and varied and provides our pupils with the skills required for life in the 21st Century.

Planned, systematic encounters with substantive concepts in specific and varied contexts support pupils’ progress. Many of these concepts feature regularly throughout the study of DT in a range of disciplines.

  • Design
  • Make
  • Evaluate
  • Technical Knowledge

The Accelerated Learning Cycle, based on the work of Alastair Smith, is applied in all lessons. It stems from the idea of a supportive and challenging learning environment. The cycle has active engagement through multi-sensory learning, encourages the demonstrating understanding of learning in a variety of ways and the consolidation of knowing.

A gather, skills, apply approach to planning and delivery of lessons is taken across school to ensure children develop a deep understanding of specific skills and are able to apply these in a range of situations.

Impact: Summative & Formative Assessment

Formative assessment is ongoing throughout each lesson. It judges progress and enables teachers to make flexible adaptions to their planned teaching.

Through this regular ongoing assessment, tasks are matched to the ability of each child through differentiated activities, adult support, providing a level of challenge that is stimulating for pupils and questioning skills.

INCERTS is used as a summative assessment to assess foundation subjects. The knowledge and skills based curriculum is regularly highlighted to identify any gaps or misconceptions to be addressed or passed onto the following teachers.

DT example of progressive document