Design Technology Statement
‘With joyful hearts, we love, learn and praise as the family of God’
Here at Sacred Heart we have created a Design and Technology curriculum which has the 6 strands of DT at the core, allowing children to be taught as well as explore and experiment with different skills. We believe our curriculum is reflective of our own children, taking into consideration their local demographics, using local manufacturing companies and designers to inspire our children, preparing them for the ever expanding technological world and industries.
Our curriculum is designed in a way that encourages our children to be critical thinkers, who are continuously evaluating products, designs and ideas throughout the whole project. This will in turn inspire children to take risks and become imaginative with their designs and manufacture.
The skills at the heart of our curriculum ensure that we are creating a practical curriculum which is creative and imaginative and that allows our children to solve real life and relevant problems, with a clear focus on technological language. We also have designed our curriculum to illustrate that a wrong turn is not a failure, that all designers have faults at first.
Our curriculum has deep cross-curricular links especially within Maths, Art, Science and Computing aiding our children to have a broad and balanced DT knowledge.
We have designed our curriculum to extend the critical thinking and creativity of our children. It is a curriculum designed for all our children; so that all our children have the best opportunity to succeed in the rapidly evolving and ever-growing technological industries.
Within our curriculum the learning is sequenced with each topic having 6 sessions following the 6 strands of DT. We have designed the curriculum so that it is a spiral system whereby skills they have visited in previous years are built upon and extended ensuring progression is evident across year groups.
We offer our children a high-quality design and technology education; through a wide breadth of projects and real life problems which makes an essential contribution to the creativity, culture, wealth and well-being of the nation, and also prepares them for the technology that they will be exposed to in their later working lives.
Within each unit of work key vocabulary is detailed within knowledge maps which are shared with children and therefore is used to develop subject knowledge. Vocabulary is also marked clearly on planning documentation so that all teachers and children are using and understanding this vocabulary regularly.
Our curriculum is centred around our children and therefore we have incorporated local designers and technological companies to give our children real aspirations; figures who they can relate to and admire.
Assessment both formative and summative within our curriculum has a focus on the 6 strands and skills, evidenced in floor books with the final products evaluated against both the design brief and specification, as well as teacher judgement on skills.
The aim of our DT curriculum is to prepare our children for the rapidly developing technological industries and world that they are subject to from birth. We have developed a curriculum which we think is preparing the children not only for the next stages in their education but to give them the DT skills they can develop in the working world.
Due to the way our topics are designed and the constant evaluation that the children are encouraged to make, our children will be able to think critically, design imaginatively, manufacture creatively and have a concrete understanding of sustainability of materials. This approach will also ensure that our children approach DT challenges with open minds and a positive outlook, using their knowledge of the 6 strands and vocabulary to take on any project.
We will measure our impact through assessments both formative and summative which will be moderated along with planning each half-term.