At Pentland, our curriculum intent is that our children leave our school as independent, knowledgeable and well-rounded individuals who are ready for their next stage in Education, and life in Britain.
We implement this by:
- Planning a broad and balanced curriculum that excites, engages and gives children a sense of achievement.
- To provide and build on skills, academic and social, that will aid our children in everyday life.
- Give all our children opportunities to life experiences such as trips, visitors, clubs and learning regardless of age, gender, ethnicity and social standing. Making memories that will stay with them forever.
- Building resilience, confidence and giving children the belief that they can be the best they can be.
What is your subject intent?
At Pentland, teachers will inspire children through a broad range of practical experiences to create innovative designs which solve real and relevant problems with a variety of different contexts. They will critically evaluate existing products and take risks and innovate when designing and creating solutions to the problems. As part of the process it is vital that they have time to reflect, evaluate and improve on prototypes using design criteria throughout to support this process. Children will be inspired to become the next generation of innovators by evaluating key events and individuals who have helped shape the world, showing the real impact of design and technology on the wider environment.
By the end of EY, the intent is for children to safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.
By the end of KS1, the intent is to teach using a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment].
By the end of KS2, the intent is to be taught Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment].
Across both Key stages when working with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.
This will be implemented by building design and technology skills and understanding into lessons, following an iterative process. Through revisiting and consolidating skills, children build on prior knowledge alongside introducing new skills, knowledge and challenge. The revision and introduction of key vocabulary is built into each lesson. This vocabulary is then included in display materials and additional resources to ensure that children are allowed opportunities to repeat and revise this knowledge. Teachers and adults with accurate design and technology subject knowledge working in those lessons feel confident and supported with the skills and knowledge that they are teaching. Through these lessons, we intend to inspire pupils and practitioners to develop a love of Design and Technology and see how it has helped shaped the ever-evolving technological world they live in.
Please see our DT progression through school here.