Design & Technology

1. Statement of Intent

At Brewood Middle Academy, we intend to build a Design Technology curriculum which is inspiring, rigorous, and practical. We want our children to use creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. We intend for all children to acquire appropriate subject knowledge, skills and understanding as set out in the National Curriculum. We want Design and Technology to prepare our children, to give them the opportunities, responsibilities, and experiences they need to be successful in later life.

2. The National Curriculum

The national curriculum for design and technology aims to ensure that all pupils:

develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
critique, evaluate and test their ideas and products and the work of others
understand and apply the principles of nutrition and learn how to cook.

3. Lesson Structure

A typical lesson at Brewood Middle Academy, would commence with a starter/ retrieval activity. If needed, a recap of last lesson and teacher feedback is then given out to the whole class. Model examples of selected good work shown to the class help pupils understand expectations.
We then move on to the core of the lesson, activities in their booklet, the creative side and the evaluation of their work. This all depends at what stage of the unit pupils are working at. People are given time to reflect on and evaluate their work and the work of others.

4. Curriculum Implementation – Planning and Teaching

KS2:

In year 5, children are taught D&T one lesson of 55 minutes each week over 6 to 7 weeks in Autumn Term 2, Spring Term 2 and Summer Term 2.
In year 6, children are taught D&T one lesson of 55 minutes each week over 6 to 7 weeks in Autumn Term 1, Spring Term 1 and Summer Term 1.
In both year 5 and 6, the class teachers deliver the lessons (4 in year 5 and 4 in year 6)

KS3:

In year 7 and 8, pupils have two 55 minutes lessons each week for a fixed number of weeks. They are taught in groups of about 20 pupils (groups 1/2/3) and on a rotation basis together with Art.

For example:
Weeks 1 to 6: Group 1 Art
                  Group 2 D&T textiles
                  Group 3 Food Technology
Weeks 7 to 12: Group 1 D&T
                      Group 2 Food Technology
                      Group 3 Art
Weeks 13 to 18: Group 1 Food Technology
                        Group 2 Art
                        Group 3 D&T
In KS3, all classes are taught by the subject leader.

5. Impact and Assessment

Both in KS2 and KS3 children record their work in booklets. The children are assessed continually throughout each unit through whole class/ individual feedback, marking and the evaluation of their end of unit product.

6. Cultural Capital

At BMA, through learning D&T, pupils develop new skills. They are given the confidence in interacting with others and given the opportunity to increase their global awareness.

7. Inclusion – Equal Opportunities and SEND

At BMA we are committed to promoting equal opportunities irrespective of socio-economic background, gender, disability and ethnicity in all areas of the curriculum. We believe all children should have access to and participation in the learning of Design and Technology and to be supported in this process.
We are aware of the importance of planning work that matches all children’s needs, and therefore helps them to make progress in design and technology. Certain knowledge, skills and understanding may need further consolidation for some children to gain accuracy and quality. We ensure that opportunities for this are provided so that all children make good progress within D&T.

8. The Subject Leader

The subject leader is responsible for the planning and coordinating of the D&T curriculum. The subject leader also:

supports colleagues in their teaching, by keeping them informed of new developments.
writes a subject development plan each year informed by the whole school development plan.
attends CPD and ensures content is disseminated to staff.

9. British Values and SMSC

At Brewood Middle Academy, we actively promote the spiritual, moral, social and cultural education and understanding of our pupils as well as promote the British values of

democracy
the rule of law
individual liberty
mutual respect
tolerance of those with different faiths and beliefs.

Democracy

The children must take the views and opinions of others into account but still have the right to make their own choices.
To take turns both in speech and practically with others.
To understand that it is not always possible or right to have their own way and understand the value of compromise.

The rule of law

To understand the importance of safety rules when using tools.
To understand and accept that if these rules are not followed that there are consequences to this.

Individual liberty

To understand that they need to listen to others but can use their own ideas and design choices.
To accept that others ideas may not be the same as their own but are able to accept this.

Tolerance

To tolerate ideas from others that are different to their own.
To understand that many great design ideas originate from other cultures.

Mutual Respect

To listen to and consider the ideas and opinions of others even if they differ from your own.
To be able to take turns during discussions to resolve difficulties or make decisions.
To offer supportive comments in evaluations that will improve learning outcomes in a way that is objective but sensitive to the listener.

Spiritual Education
Spiritual development is very important in DT as the process of creative thinking and problem solving lies at the centre of the subject. A pupil’s ability to think creatively and show innovation can be inspirational to others but also increase their own self confidence and belief in their own abilities.

Moral Education
During the planning and making process we encourage our pupils to consider the moral and ethical dilemmas raised. For example, the impact on the environment through the choices of materials are made or the opportunity to consider sustainable or environmentally acceptable materials.

Social Education
During DT there are many opportunities to promote social responsibilities. All the children have a collective responsibility to ensure they contribute to a safe working environment where the use of tools and equipment are involved. There is the opportunity to work collaboratively with a partner or take turns in a small group which requires effective social interaction and compromise. There is also the opportunity for peer evaluation and to act as a critical friend to give supportive comments to improve pupils learning outcomes.

Cultural Education
DT often originates from an idea or artefact and to develop a wider cultural awareness we explore our past heritage as well as investigate and use as our stimulus foods, textiles, pottery and sculptures from different cultures and periods of time. For example, Viking long boats or shields, Greek pottery, divas, food from different countries and cultures.