Our Approach:  

We ensure the things children design, make, and evaluate are connected to our broader curriculum, giving their creations real-world purpose; building a vehicle that can transport an object, making a hat for a class teddy.  This approach allows the evaluation stage to be meaningful and authentic, as children can see how their work meets a set of criteria, and how they can adapt / improve it. 

Teaching Tools:

Lessons are carefully planned to provide children with the opportunity to explore a variety of materials and tools, giving them time to understand which resources are best suited to their designs. This process encourages them to think critically about the properties of different materials and to experiment with different techniques for joining and shaping. We aim to immerse children in the design process from its earliest stages, encouraging problem-solving and creative thinking as they learn to make decisions about their projects.

Above and Beyond:

Our curriculum is designed to empower every child with the skills and creativity to design and produce a diverse range of projects throughout their time with us. As their abilities develop, so too does the complexity and ambition of their work, allowing them to build confidence and proficiency in design and technology. We ensure that each project is meaningfully linked to their broader learning, making the subject both purposeful and relevant, fostering innovation, problem-solving, and a real-world understanding of how design and technology shape the world around us.

 

 

Supporting all Children:

Design and Technology involves manipulating materials to achieve a desired effect. We offer children a variety of resources to explore, allowing them to make decisions based on what works best for them and how they feel they will manage with each material.

Adult support is provided at different levels to meet individual needs, with tasks broken down into manageable steps. Visual aids can help children follow each step, reducing cognitive load and promoting independence.

Adults consistently model expectations, providing clear examples for children to follow. This helps them stay on track and closely follow the modelled example if needed.

Additional challenges can be added to tasks to ensure all children are appropriately challenged, such as considering the functionality or aesthetics of their product.

Assessment:

Assessment in Design and Technology occurs at various points throughout the process, including designing, making, and evaluating. These stages are new experiences for each child and will vary depending on their individual skills and understanding. Ongoing, in-the-moment assessments help to tailor lessons to meet the needs of each learner, ensuring that they receive appropriate support and challenge.

Teachers observe, question, and provide feedback to guide children’s progress, while also using assessments to inform future planning.

Additionally, a combination of informal observations and more structured evaluations helps to build a clear picture of each child’s development in design and technology.