In this section
Intent
The Design Technology curriculum at Windsor is designed to enable children, of all races, cultures, aptitude and ability to solve real and relevant problems and to design, make and evaluate a range of products throughout their time with us. Children are encouraged to express themselves using their creativity and imagination.
Implementation
Like Art, Design Technology is studied across three projects in each year group. The subject leader has carefully mapped out the skills, knowledge, understanding and vocabulary for each year group in order to ensure progression across the year groups and key stages. Children are immersed in an iterative design process at every stage: gaining knowledge of designers/inventors; evaluating existing products; practicing particular techniques; applying the skills to create a final product, either individually or as part of a group and evaluating both their own work and the work of others. The Design Technology journey and the build-up of skills and techniques that the children have acquired is clearly evidenced within a whole class floor book. Children of all ages are given the freedom to use appropriate tools and explore techniques in order to create a product that is appealing and is fit for purpose. But most importantly, they are encouraged to enjoy and learn from the process!
Inclusion
Consideration is given to all the needs of the children including children with learning difficulties, children with physical difficulties, children who speak English as an Additional Language and children with social and emotional barriers. For gifted, talented and more able children, teachers will provide additional opportunities for these children to take responsibility, develop leadership skills, think creatively and use their talents for the good of the class or wider community.
As far as is appropriate, pupils with special educational needs should follow the same Design Technology curriculum as all other students. Careful consideration is given concerning the level of differentiation needed, and in some cases the content or delivery will have to be adapted. Teachers and/or teaching assistants work with individual pupils where required, and if appropriate external support will be sourced.