Design & Technology

Rationale

For all children to have:

• understanding of the design process and how to refine the quality of outcomes at each stage
• a balance of skills in all the strands of DT: textiles, structures, mechanisms, electrical systems, computing
• Cooking and nutrition build on knowledge and understanding of science, geography and history and deve3 lop cooking skills progressively

Approach

• Start with a relevant and appropriate problem to solve
• Using a clear design process for all units is followed with a clear progression in skills of planning, exploring, communicating, making. modelling, reviewing, evaluating
• Links to wider curriculum are made where appropriate
• Three planned DT units per year

SEND

Children who are identified as working below ARE may have specific needs which contribute to their difficulty in this area. Where needs are specifically related to a Special Educational Need or Disability, specific and targeted support will be outlined and reviewed through the child’s EHCP and/ or Pupil Progress Meetings; elements of which may be recommended by external agencies.
It is also important to recognise that children identified as having SEND may not always be the least able in History and could excel in the subject. Pupils’ attainment will be assessed in a subject-specific manner and based on their strengths rather than barriers.