Curriculum Intent

Our DT curriculum aims to provide opportunities for all children to use innovation, creativity and imagination to design and make products that solve real and relevant problems, considering their own and others’ ideas. We provide exciting activities linked to our topics and children are taught to investigate, analyse, design, make and evaluate. Children are encouraged to develop the key life skills of being creative problem-solvers and thinkers both as individuals and as part of a team. We plan for development in the children’s skills and knowledge in design, structures and mechanisms and we aim for all children to develop the ability to take creative risks. Children will also develop the life skills and knowledge associated with healthy living, food nutrition and cookery. Alongside technical knowledge children also apply cross-curricular skills from maths, science, computing and art.

Curriculum Implementation

We have developed a curriculum map and skills progression table ensuring pupils are continuously learning new skills and techniques and building on their learning each year. A broad topic based DT curriculum is taught following the design, make and evaluate cycle which is also centred around the teaching of real life relevant contexts. Pupils are taught to use a wide range of materials and techniques and pupils continuously learn new skills which are modelled by the teachers. Pupils are encouraged to take risks and experiment and then reflect on why some techniques are successful or not for a particular project. At Onslow a selection of materials and tools are available for children’s use. These include the woodwork area in the Year 1 outdoor learning area. Classrooms are also equipped with workshops with a range of appropriate resources and construction materials. These materials are available for exploration as part of continuous provision and following of own interests. They are also equipped with topic related activities which allow children to apply their skills and knowledge. The responsible and safe use of tools and equipment is continuously taught and teachers reinforce health and safety rules prior to each activity.

Curriculum Impact

Teachers use a clear progression of skills to ensure children have access to a broad and balanced curriculum. Activities are differentiated by outcome and every child can access and complete all tasks set at their own level of ability. We encourage the children to talk - in pairs, small groups or through class discussion, to share ideas, experiences or suggestions, and comments are noted. Children’s products are celebrated and displayed in classrooms and around the school. Planning and evaluation documents alongside photographic evidence are kept in Proud Books and continuous provision folders. Summative assessments and termly formative assessments are recorded on Tapestry. In EYFS children are identified as working at below expected or expected level and KS1 children are identified as working below, at a

satisfactory standard, good standard or beyond the expected level for each objective. Monitoring includes work scrutiny, learning walks and pupil interviews. This information is then used to inform further curriculum developments and provision is adapted accordingly.