The DT curriculum at Parochial
An inclusive, inspirational school, preparing for the future;
living, learning and growing together in God.
At Parochial, we aim to inspire children’s Design and Technology skills; creating a passion for designing, producing and understanding where their skills could lead to in the future. The curriculum is planned in a way, which their skills are progressed over the years at Parochial. They will learn a range of skills within designing, making, evaluating and understanding the technical knowledge behind it. The DT curriculum at Parochial exposes the children to creating structures, food, textiles and electrical systems.
At Parochial we are:
Educating for wisdom, knowledge and skills in DT through the development of a clear progression in skills and knowledge that builds upon strong foundations. DT is present in the Early Years where they begin to develop a spontaneous attitude towards building their creativity; starting to think about products that solve real and relevant problems.
In Key Stage 1, children expand on their enjoyment of designing and begin to draw on disciplines such as mathematics, science, engineering, computing and art.
In Key Stage 2, Children continue to develop their wisdom, knowledge and skills by developing a critical understand of its impact on daily life and the wider world. They design high quality products, which build and apply a repertoire of knowledge advancing skills such as structures, mechanisms, electrical systems and cooking/nutrition.
Educating for hope and aspiration through DT by learning about career paths, which rely on design technology skills and knowledge, they understand how they could apply these skills across the curriculum. During the course of each year, the children are given real life opportunities to design and create.
During science week, they think about how they can give hope to the world by designing products for the future; through enterprise week they plan and design products to inspire others. The children recognise that good designs come from thinking outside of the box and practising their resilience; they recognise that they will always improve with practise.
Educating for community and living well together by delivering a high quality design and technology education makes an essential contribution to the culture, wealth and well-being of the nation. By advancing their skills and knowledge of the design, build and evaluation process, they recognise how they could design buildings for their community, create foods to support a good nutrition and in upper KS2, consider the effects of a good design for structures and bridges in the area.
Educating for dignity and respect by the development of a clear progression in dignity and respect for the work of structural engineer, chefs and electrical engineers; their own work and the work of their peers. DT is present in the Early Years where they begin to learn that they can use tools, objects and construct with safety and control. With role-play and continuous provision, they spontaneously design and use their imagination to create structures.
In Key Stage 1, children begin to be able to plan their work effectively and then explore, compare and test their work against the success criteria.
In Key Stage 2, Children continue to develop their respect for DT by deepening their evaluation skills; considering how to describe, adapt and improve their designs. Using their evolving understanding of relevant vocabulary, they can form opinions of their own work and that of others to identify what is necessary to improve. Over time, they will build a more complex range of vocabulary; be able to suggest improvement to others and evaluate health and safety when producing their product.
Our skill and understanding based DT curriculum, enables to the children to build their products over the years. The skills they gain will support them across the curriculum where they can critique, evaluate and test their ideas. They will create high-quality prototypes and products for their recognised target audience. These are all transferable when they move onto secondary school and beyond. The children are able to talk eloquently of their own work and others, using technical vocabulary; understanding techniques used and how to improve their work. They gain a resilience when trying new techniques and can self-assess and reflect on their work appropriately. Pupils learn how to take risks, becoming intuitive, enterprising and capable citizens.