PSHE Intent, Implementation and Impact

Intent

To deliver a curriculum which:

• Develops a range of practical skills needed to design, make and evaluate products in order to solve a range of problems.
• Teaches a range of key knowledge needed to design, make and evaluate products.
• Instils a passion for creating functional, appealing, innovative products using a variety of materials, tools and equipment.
• Supports children to know how to feed themselves on healthy and balanced foods, as well as cook a range of simple dishes.
• Encourages children to believe in themselves as the designers and creators of tomorrow.
• Conveys to children that they belong to a generation of learners who may, as adults, be tasked with finding solutions to problems that do not exist yet. Creative thinking and problem-solving skills are therefore key to their, and our, future success.
• Demonstrates to our children that they can become engineers, designers by showing them careers open to them in this area.
• Develops a sense of resilience in our learners, through trial and error, planning, doing and evaluating.
• Challenges our learners to explore and perform tasks that they may have never come across before.

Implementation

Teaching and learning, Content and Sequence

• Children are taught knowledge and skills that are at least in line with national expectations.
• The unit plans and progression document disseminates knowledge and skills across EYFS to Year 6; teachers are equally accountable for the content, progress and attainment of children and their development of knowledge and skills.
• The DT progression document plots out the progression of skills and knowledge in each area of Design Technology to ensure progression across the school from EYFS to Y6.
• Knowledge and skills are grouped into three main strands: designing; making and evaluating. These are linked to Wider Curriculum topics and each year group will complete at least two Design Technology projects in the year, as well as one cooking and nutrition unit.
• All pupils have access to the curriculum.
• Each unit has been carefully planned and resourced so that children can be fully immersed and engaged in the project.
• Teachers are supported by the subject leader to plan and deliver engaging, challenging lessons.

Leadership, Assessment and Feedback

• Assessment of Design Technology is based on the end points found on each unit plan.
• Children will complete a pre unit assessment at the start of each new DT unit. They will also complete a post unit assessment to assess the new knowledge taught. These quizzes are formulated to assess curriculum related expectations. The low stakes assessments will test children's knowledge in DT. Skills will be assessed by class teachers in a number of ways. This may include observations of children performing practical tasks, video recordings of children explaining how to perform practical tasks, children teaching other children how to perform practical tasks, or children presenting their learning to others and ‘showing off’ what they can do.
• Teachers will address any gaps in knowledge or skills, every 9 weeks, during whole school assessment weeks.
• Data will be inputted onto EAZMAG for each child, at each assessment point. Children will either be working towards the year group expectations or will be at age related expectation for Design Technology.
• Feedback is given to children in line with the school’s feedback and marking policy.
• Subject leader has untaken training in Cooking in classrooms and provided wider staff training in school for cooking.

Impact

• For the academic year 2024-2025, an average of 86% of pupils in school from years 2-6 achieved the age-related expectation in DT.
• Equipment has been purchased to facilitate the teaching and learning of quality cooking sessions, teachers feel confident to lead cooking in the classroom and allow children to use kitchen equipment safely.
• Children are enjoying cooking and nutrition lessons, and are learning how to create healthy and balanced dishes for themselves.
• Children say that enjoy DT learning, and it gives them opportunities for innovative and imaginative thinking and creating.
• Children are remembering more knowledge from across the year groups and can perform a wider range of practical tasks such as sewing, sawing, chopping, dicing and reinforcing structures.
• Most children can name key influential designers and talk about their impact upon the design world.