ATW Design Technology Intent At Atwood, design and technology is practical, fun and engaging subject which combines creativity and imagination, leading to our pupils designing and making products that solve real and relevant problems within a variety of contexts. It is the intent of Atwood Primary School for Design Technology to be taught in all year groups through at least one topic per term, which includes a topic relating to food. We aim to, wherever possible, link work to other disciplines such as mathematics, science, engineering, computing and art. The teaching of Design Technology across KS1 and 2 follows the National Curriculum through the use of the Design and Technology Association’s ‘Projects on a Page’ documents. In order to ensure a progression of skills, we the use the Focus Education Design and Technology sequence of learning. Implementation Teachers ensure that children design products with a purpose and an intended user in mind. During the EYFS pupils explore and use a variety of media and materials through a combination of child initiated and adult directed activities. As the children progress through the school teachers utilise a combination of skills focused sessions and modelling of techniques to support the children’s development in DT. Atwood has a dedicated small DT Room for 6 pupils to work with an adult on various projects. Here they learn to use tools safely, working on a range of different projects and structures. Food technology is implemented across the school with children developing an understanding of where food comes from, the importance of a varied and healthy diet and how to prepare this. Our pupils benefit from a fully functioning Cooking Room and a 30 metre Polytunnel to grow food from seeds as well as raised beds within our allotment areas. When designing and making, pupils should be taught to: Design: Research and develop design criteria to inform the design of innovative, functional and appealing products. Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional diagrams and exploded diagrams, prototypes, pattern pieces and computer-aided design. Make: Select from and use a wide range of tools and equipment to perform a range of practical tasks. Select from and use a wide range of materials and components, including construction materials, textiles and ingredients according to their functional properties and aesthetic qualities. Evaluate: Investigate and analyse a range of existing products. Evaluate their own ideas and products against their own design criteria and consider the views of others to improve their work. Technical knowledge: Apply their understanding of how to strengthen, stiffen and reinforce more complex structures. Understand and use mechanical systems in their products. Understand and use electrical systems in their products. Apply their understanding of computing to program, monitor and control their products. Impact Assessment of children’s learning in Design Technology is by an ongoing monitoring of children’s understanding, knowledge and skills by the class teacher throughout lessons. This assessment is then used to inform differentiation, support and challenge required by the children. Design Technology is also monitored by the subject leader throughout the year in the form of book monitoring, looking at outcomes and pupil interviews to discuss their learning and understanding and establish the impact of the teaching taking place. In the EYFS pupils progress and attainment in perquisite skills for DT within the National Curriculum are tracked using Tapestry telling us whether each individual child is below expected, at expected or above expected attainment for their age.