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Mansfield
Primary Academy

How We Teach Design & Technology

How we teach Design and Technology at Mansfield Primary

 

Skill Based Learning

The focus of our Design & Technology teaching throughout the school will be on focusing on the following concepts:

  • Master practical skills - This concept involves developing the skills needed to make high quality products (we have highlighted a range of skills but they may be added to or changed as appropriate for your school).
  • Design, make, evaluate and improve - This concept involves developing the process of design thinking and seeing design as a process.
  • Take inspiration from design throughout history - This concept involves appreciating the design process that has influenced the products we use in everyday life.

 

Implementation

Design & Technology will be taught in blocks throughout the year, so that children achieve depth in their learning. Key stage 1 and Key Stage 2 are follow a programme of study that guides the planning, teaching and assessment of pupil’s work. Plans build on prior learning, give opportunity to develop skills and knowledge in each unit and offer increasing challenge as children move through school. Clear differentiation is built into plans and the needs of all children are planned for, including those with Special educational needs and more able children. Design and Technology offers many opportunities for cross-curricular work. Teachers identify the opportunities in their planning to support the development of these skills.

 

Assessment

Assessment for learning is continuous throughout the planning, teaching and learning cycle. Children’s work in Design and Technology is assessed whilst observing during lessons and from work produced. Teachers record the progress made by children against the learning objectives for their lessons. At the end of the year a judgement is made against the National Curriculum levels of attainment. This information is used by the teacher to make an annual assessment of progress for each child.

Assessment is supported by use of the following strategies:

  • Observing children at work, individually, in pairs, in a group and in class during whole class teaching.
  • Using differentiated, open-ended questions that require children to explain and unpick their understanding.
  • Providing effective feedback, including interactive marking through green pen questions where appropriate, to engage children with their learning and to provide opportunities for self-assessment, consolidation, depth and target setting.
  • Book moderation and monitoring of outcomes of work, to evaluate the range and balance of work and to ensure that tasks meet the needs of different learners, with the acquisition of the pre-identified key knowledge of each topic being evidenced through the outcomes.