Intent

At Culgaith, we believe

Our curriculum map is structured through a sequence of units of work over two years, which link to our half termly topics, which allows and ensures there are opportunities to experience and develop a structured progression of skills and knowledge that builds upon children’s prior learning and experiences. Each year, children will learn about a variety of artists and the artist will underpin the style of art the children will study. 

Aims: 

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

Implementation

This is implemented through: 

• A well thought out, whole school, yearly overview of the DT curriculum which allows for progression across year groups in all areas of DT (textiles, mechanisms, structures, food and electrical systems) 

• Well planned and resourced projects providing children with a hands-on and enriching experience 

• A range of skills being taught ensuring that children are aware of health and safety issues related to the tasks undertaken 

• Teachers being given ownership and flexibility to plan for Design and Technology; often teaching DT as a block of lessons to allow the development of skills and engagement with topic.

Impact

The impact of our plans is that children at Culgaith School will develop a love of Design and Technology. From having a hands-on, enriching approach to this subject children in year 6 will have gained skills that will continue building and developing as life-long learners.  The study of design and technology is evident and visual throughout the school; in children’s sketch books, displays and models they have made in class.  Impact can also be measured through the progression children have made through the school.