What DT looks like at Shaw Ridge School

What a DT lesson can look like in our school:

  • DT can be taught discreetly or through a cross-curricular approach
  • Evidence of DT can be seen on display, in books and in sketchbooks
  • Opportunities to inspire children’s curiosity about DT
  • A well planned ‘Progression of Skills’ to enable the children to work on and develop new skills in each Year.
  • Opportunity is given to edit and improve DT designs

This is how it works:

  • Each term, every child creates a minimum of one piece of DT work either via a cross curricular approach or as a discrete skill
  • Work is updated and displayed in classrooms throughout the year.
  • Collaborative work in each year group for topic/any subject is produced
  • Collaborative school projects throughout the year.

This is our philosophy:

  • High quality modelling and scaffolding of the skill leading to high quality DT work.
  • Cross-curricular links wherever possible
  • Encourage children to show resilience and perseverance

This is what we do:

  • We follow a progressive skills curriculum that develops key themes: designing, making, evaluating, technical knowledge, cooking and nutrition.
  • The skills are covered through cross curricular work that will enable the children to develop and use that skill.
  • Lessons may be taught discreetly or as a block of lessons. Links with other areas of the curriculum are embraced to provide a more meaningful learning experience
  • Raised profile of DT work through the use of displays to showcase work.
  • Open Evening provides opportunities for parental involvement to showcase DT projects.

This is what you might typically see:

  • Enthusiastic, engaged learners who are willing to share their work
  • Independent and collaborative work
  • Vivid, inspiring displays of work
  • Range of challenges/differentiation to meet needs of all children
  • Reflective learners who are willing to improve
  • Engagement, perseverance and resilience

This is how we know how well our pupils are doing:

  • Different forms of feedback
  • Observations of children during lessons
  • Photographic/video evidence
  • Targeted use of TAs

This is the impact of teaching:

  • Confident children who can talk about DT
  • Children who are prepared to take risks and develop their attitude towards DT
  • Children who enjoy DT lessons

DT Progression of Skills & Knowledge

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