DT Curriculum Intent
Our aim at Lostwithiel School is to provide a design and technology curriculum to help prepare children for the developing world. The subject encourages children to become creative problem solvers, both as individuals and as part of a team. Through the study of design and technology, they combine practical skills with an understanding of aesthetic, social and environmental issues. Our School grounds are maximised during Design and Technology lessons and our school ethos heavily invests in environmental issues. Design and technology helps all children to become discriminating and informed consumers and potential innovators. It should assist children in developing a greater awareness and understanding of how everyday products are designed and made.
At Lostwithiel Primary School we follow the ‘Design, Make, Evaluate’ approach to the teaching of DT, as outlined in the National Curriculum Programmes of Study document. The technical skills which we teach encompass the following areas: Construction, Mechanisms, Textiles and Food and Nutrition. We feel that the teaching of Food and Nutrition is a great importance and holds great relevance in current times. For this reason, children will study a Food and Nutrition unit every year. Additionally, a Mechanisms unit will be covered, along with either a Construction or Textiles unit. This ensures that the technical skills are covered with greater depth, and that – by the end of each key stage – children will have reached the expectations of the National Curriculum.
During DT sessions, children are encouraged to be inquisitive about the way products work. We encourage both asking and answering questions in order to deepen children’s understanding of product and product design. They will use market research to inform their designs and, as they move up through the school, will be encouraged to draw detailed designs and make prototypes in order to refine their designs before creating their final piece. Whilst making their products, staff will guide them through the technical skills they will require, modelling good practice and highlighting safety considerations with the children. Through the evaluation stage of our ‘Plan, Make, Evaluate’ approach, children are encouraged to reflect upon their final products, considering how they could have altered their design or techniques to impact the overall appearance and usability of their product.
Collaborative work in design and technology develops mutual respect for the differing opinions, beliefs and abilities of others. In addition, children develop a respect for the environment, for their own health and safety and that of others. They learn to appreciate the value of similarities and differences and learn to show tolerance. A variety of experiences teaches them to appreciate that all people – and their views – are equally important. Children are encouraged to work in a democratic way, exercising the ‘give and take’ required for successful teamwork.
Forest School makes a difference in the following ways:
- Confidence: children have the freedom, time and space to learn and demonstrate independence
- Social skills: children gain an awareness of the consequences of their actions on peers through team activities such as sharing tools and participating in play
- Communication: language development is prompted by the children’s sensory experiences
- Motivation: the woodland tends to fascinate children and they develop a keenness to participate and the ability to concentrate over longer periods of time
- Physical skills: these improvements are characterised by the development of physical stamina and gross and fine motor skills
- Knowledge and understanding: the children develop an interest in their natural surroundings and learn to respect the environment