Embedded Files
INTENT
INTENT
Whitefield uses the CUSP DT curriculum. Our curriculum is structured to introduce and revisit knowledge, following the principles of instruction, guided by understanding how the memory works and cognitive load theory.
The CUSP Design and Technology curriculum is organised into blocks with each block covering a particular set of disciplines, including food and nutrition, mechanisms, structures, systems, electrical systems, understanding materials and textiles. Vertical progression in each discipline has been deliberately woven into the fabric of the curriculum so that pupils revisit key disciplines throughout their Primary journey at increasing degrees of challenge and complexity.
In addition to the core knowledge required to be successful within each discipline, the curriculum outlines key aspects of development in the Working as a Designer section. Each module will focus on promoting different aspects of these competencies. This will support teachers in understanding pupils’ progress as designers more broadly, as well as how successfully they are acquiring the taught knowledge and skills.
An overview of the whole school DT CUSP approach is below
School is also a member of the DT association.
An-introduction-to-CUSP-DT-slides.pdfTeaching and Learning Handbook
Teaching and Learning Handbook
TandLprinciplesdec2020final copy.pdfThis has been shared with all staff in an Inset and contains subject level policy and specfic information about
Subject specific skills
Recording and Evidence
Assessment
Key resources
Home learning
Planning for subject coverage
Planning for subject coverage
Cusp summer term.docxClass timetables have been built to ensure a broad and balanced curriculum.
Subjects have been blocked in a spaced retrieval model to support catch up and to build the frequency of science and wider curriculum subjects. This maximises learning time
Long term subject overview and subject leaders handbook
Long term subject overview and subject leaders handbook
CUSP-Design-and-Technology-Teacher-Handbook (1).pdfIMPLEMENTATION
IMPLEMENTATION
Recording in my Subject
Recording in my Subject
Describe
Reading in my subject
Reading in my subject
Links that are made in the lesson sequences to works of literature are listed in plans. Specific books and illustrators are recommended and used as a stimulus.
As well as our own school library, extensive site and online resources, we also access, where possible local organisations and the local library and enable children to broaden their understanding and curiosity through educational visits. (see III statement)
Vocabulary in my subject
Vocabulary in my subject
Central to the learning modules are activities designed to develop pupils’ oracy and vocabulary skills to enable them to use the language associated with design and technology meaningfully when talking about their work and the work of others.
The technical vocabulary that pupils will be taught and encouraged to use when discussing their own and others’ work is listed. Definitions of each term are provided. These definitions are also included in the Knowledge Note for pupils. Pupils should be given a copy of the Knowledge Note for their design portfolios so they can refer back to this information as required.
A vocabulary quiz provides an opportunity for teachers to assess pupils’ deeper understanding and application of the technical vocabulary covered in the block
Exemplification
Exemplification
CUSP-DT-Exemplification-all-terms.pdfINCLUSION
INCLUSION
To think hard is the right of all pupils, regardless of their starting point.
To think hard is the right of all pupils, regardless of their starting point.
Within DT ALL pupils will take part in all the lesson sequences, but we need to be clear about the critical core content for pupils with SEND.
As part of the planning and preparation for the delivery of each block, teachers will need to consider how specific activities, or the delivery, may need to be adjusted to ensure that pupils with SEND are able to access the materials and participate fully in the lesson.
Pupils with language and communication difficulties (including those with ASD) may need additional visual prompts to help them understand what is expected of them. The task could be broken down into smaller, more manageable chunks and individual task boards used to demonstrate these.
Some pupils may have sensory sensitivities. For those pupils, adjustments may need to be made in order for them to access materials.
Pupils who have difficulties with tasks requiring fine motor skills may need appropriate adjustments to be made to enable them to access the task and / or in order to keep them safe.
The lesson structure is set out in the T&L Handbook
Knowledge notes will also be chunked to ensure learners understand key content.
This will then lead to our assessment framework. Some pupils may show extended knowledge and be skilful with it from other lessons.
Our curriculum builds in structured response frameworks to promote hard thinking and retrieval. This includes
Double Page Spreads, knowledge notes and organisers
Support for Retrieval including two things, Flick back 3 or 4, Give one – Get one and vocabulary quadrants
Structured response frameworks
Sequenced thinking paths
Word paths
Cause and effect paths
Deliberate practice
More detail can be found here:
LInk to - How do we support children to think hard
Support for SEND pupils
Support for SEND pupils
All staff are aware of school Pyramids of Need highlighting additional needs which need to be supported. In addition all pupils on the SEN register have an individual pupil passport held on Edukey which sets out how best to support them and key targets
IMPACT
IMPACT
Assessment
Assessment
We use Insight HQ to record assessment termly. This is reviewed by subject leads.
Latest monitoring of data has highlighted a need to moderate standards across foundation subjects internally and this has been planned Summer term
The exemplifications (above) can be used to inform assessment of pupil outcomes and to support teachers in developing their own subject knowledge.
In plans key question stems have been included to aid discussion with pupils about their responses to their own work and the work of others. These questions form an essential part of assessing what pupils understand about what they have been taught.
Suggestions for specific questions relating to techniques and skills are also included in the Point of practice text.
To further assess pupils’ understanding of terminology in vocabularly tasks they are asked to use specific words appropriately in context. Some questions require pupils to write a full sentence while others require them to select the right option or complete a given sentence by filling a gap with the correct word.
MONITORING: Pupil Book Study
MONITORING: Pupil Book Study
Senior leaders and subject leaders regularly undertake book studies to monitor the effectiveness of teaching and learning.
We use Pupil Book Study to review with small groups of pupils using questioning to check and ensure information and knowledge is acquired and understood with increasing confidence. Feedback is given to teaching staff to inform future planning.
Staff have had initial training in this April 22
Pupil Book Study Autumn 2022
Pupil Book Study Autumn 2022
DT Pupil Book Study Feedback.docxLatest feedback to staff
Latest feedback to staff
Current Key Subject Actions
Current Key Subject Actions
Summer 22
Follow example planning from CUSP.
Complete all vocabulary tasks.
Annotate diagrams, work and techniques in DT books explaining what has been learned and completed.
Research the relevant significant person linked to the unit.
Examples of Work
Examples of Work
Whole school SIP (2022/23)
Whole school SIP (2022/23)
Add in
Twitter DT feed will populate over time
Photos of learning sequences will be filed below
Knowledge note, explanation of unit, core content and technical vocabulary.
EYFS Link
Through Expressive Arts children are encouraged to construct and create purposefully selecting tools and techniques needed to shape, assemble and join materials they are using. children learn through first-hand experiences which involve putting their ideas into practise to develop an awareness and understanding of the possibilities and limitations of different materials. Practitioners encourage children to explore, observe, solve problems, think critically, make decisions and talk about why they have made their decisions as they design and create. Children’s natural creativity is fostered and opportunities for investigation, designing and making are offered daily within our provision, which enables children to learn a great deal about their world. We develop children’s gross and fine motor control to prepare them for using tools.
DT is ongoing throughout the year and is based on the interests of the children in EYFS and also what is happening in the world around them. They will experience working with junk materials, clay, natural materials and experience and experiment with different joining techniques and properties of materials to create in a purposeful way.
Finished product and evaluations.
Vocabulary tasks completed linked to the unit.
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