Design & Technology
We are Engineers
What is the point in being an Engineer?
Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past
and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation. Alongside everything we do, we continually embed our values of: kindness, dignity and endurance into the teaching of DT.
The aims of being an Engineer are:
- 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.
Where does it come from?
Being an Engineer is integrated into our curriculum through Curious-city. An enquiry-led, local learning approach to the National Curriculum 2014. This approach recognises that the cognitive maturity of learners affects what and how they learn. It also encourages teachers to think of how they encourage learners to be an Engineer instead of simply teaching them Design and Technology.
Within a Curious-city curriculum, there is no ‘skills or knowledge’ debate. It is seamless blend of both, and through every enquiry, learners are challenged to work independently to prove their understanding of Being an Engineer.
What does Being a lead Engineer entail?
- Provide encouragement and ideas to staff across the school
- Monitor content and enquiries and be mindful of coverage and skill acquisition
- Collect and evaluate different voices with regard to Being an Engineer
- Ensure enquiry planning and enquiry books are sufficient to effectively represent Being an Engineer.
What is ‘covered’?
Essentially, a Curious-city curriculum uses the National Curriculum 2014 areas as a basic foundation of entitlement. However Curious-city is much more than that. It is localised, real-life and challenges learners to apply their learning in unique ways without the support of adults to prove what they have learnt. Local companies, charities, organisations, individuals and objects are used as foci to enhance and instil a sense of curiosity, pride and stewardship.
Every term, the lead Engineer reviews children's enquiry books and displays of learning. This helps to not only ensure coverage and ‘matching up’ progress throughout a year group in line with the whole school curriculum map, but also an opportunity to collect different voices.
Every two terms, staff meet as a team to discuss and share what they are seeing and hearing within their subject, and as working as a team, help to review the school’s curriculum and contribute to the development plan.
As there is no requirement to formally report attainment of Design and Technology, being an Engineer is assessed through monitoring how a child responds to enquiries and whether they show a particular enthusiasm and disposition towards it, or, if they constantly needed support in order to access it. This information is recorded onto the enquiry sheets which are kept and used for report writing towards the end of the year.