Design and Technology
Our vision: ‘Embracing diversity, building a brighter future together’.
‘Learning at Boothferry inspires us to discover, explore and use our knowledge, skills and understanding to develop ourselves as citizens of tomorrow’.
Curriculum Intent
IPC units of study offer a coherently planned sequence of design technology lessons to help teachers ensure they have progressively covered the knowledge, understanding and skills required in the National Curriculum. Design and Technology through the IPC units of work aim to inspire children through a broad range of practical experiences to create innovative designs, which solve real and relevant problems within a variety of different contexts. The iterative design process is fundamental and runs throughout units of work. This iterative process encourages children to identify real and relevant problems, critically evaluate existing products and then take risks and innovate when designing and creating solutions to the problems. As part of the iterative process, time is built in to reflect, evaluate and improve on prototypes using design criteria throughout to support this process. Opportunities are provided for children to evaluate key events and individuals who have helped shape the world, showing the real impact of design and technology on the wider environment and helping to inspire children to become the next generation of innovators.
Curriculum Implementation:
Design and Technology skills and understanding are built into lessons, following an iterative process. However, this is not to say that this structure should be followed rigidly: it allows for the revision of ideas to become part of good practice and ultimately helps to build a depth to children’s understanding. Through revisiting and consolidating skills, our lessons and resources help children build on prior knowledge alongside introducing new skills, knowledge and challenge. The IPC have suggested a specific series of lessons for each unit, which will offer structure and narrative but are by no means to be used exclusively, rather to support planning and to ensure National Curriculum content coverage. The diagram below demonstrates our approach to teaching each unit. 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. Adult guides and accurate design and technology subject knowledge are always provided within lessons to allow the teacher and adults working in those lessons to 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.
Curriculum impact:
The impact of using the full range of resources, including display materials, will be seen across the school with an increase in the profile of Design and Technology. The learning environment across the school will be more consistent with technical vocabulary displayed, spoken and used by all learners. Whole-school and parental engagement will be improved through the use of DT-specific home learning tasks and opportunities suggested in lessons and topic overviews for wider learning. We want to ensure that Design Technology is loved by teachers and pupils across school, therefore encouraging them to want to continue building on this wealth of skills and understanding, now and in the future. Impact can also be measured through key questioning skills built into lessons, formative assessment rubrics (aimed at targeting next steps in learning) which will lead to end of year summative assessments and end of year subject reviews that will inform the following year’s action plan.
Progression of Skills
If you would like to read the Progression of Skills document, please click below.
Progression of Language
If you would like to read the Progression of Vocabulary document, please click below.
“My children are thriving as the school is committed to learning and progression.“
“The bike loan scheme.My family also like the school bank.“
“The best thing about this school, when I ask my child this question, he said Mrs Emmerson. “
“I feel the school has advanced with regards to the appropriate curriculum for different age groups.“
“Senior leaders lead by example, modelling what is expected of all staff. Teachers feel valued and respected.”
“My kids love the fruit on the snack table.“
“I love the fact that senior members of staff know the names of the children.“
“I love seeing school events on Twitter.“
“Being part of their learning – it doesn’t just stay in the classroom.”
“You can approach any member of staff and they help you.“
“The teaching of phonics is a strength and enables pupils to make rapid improvement in their early literacy skills. ”
“We want to thank you for welcoming my family when we moved here (from Bulgaria).”
“The after school activities, film nights and discos.“
“We can only applaud the ingenuity & continued compassion of the young people at Boothferry.”
“The joy of the teachers who greet the children and parents daily.“
“My children have come on and made progress socially and academically since joining.“
“Thank you for treating my child like your own.“
“Open weeks in Foundation allows parents to enjoy school as much as our children.“
“Teachers, including those who are new to teaching, have high expectations, and they plan creative lessons that spark pupils’ interest and inspire them to do well.”
“the amount of effort put in by the teachers to make topics interesting is brilliant.“
Boothferry at Young Voices…..Just WOW! What an experience.”
“My children are developing very well in school.“
“Opening the school doors at 8.40am has made it much easier as it is less crowded.“
“Leaders and staff have significantly improved the teaching of reading. Pupils are enthusiastic and frequent readers.”
“When ever I have had a problem the staff on the whole have been sympathetic and helpful.“
“The stimulating learning environment. “
“School leaders have taken effective action to ensure that pupils make at least good progress from their low starting points in reading,
writing and mathematics in all year groups.”
“The choice to do a traditional nativity was great !.“
“The headteacher, senior leaders and governors are ambitious for pupils. Their determination has made Boothferry Primary a flourishing and successful school.”
“The photography club is brilliant, I think introducing things like this is brilliant for the children.“
“Children get off to a strong start in early years. This is due to effective leadership and skilful teaching. The proportion of children reaching a good level of development is improving yearon-year.”
“The curriculum is well designed to include a range of exciting themes, visits and visitors to enhance pupils’ learning. Pupils become
confident individuals who are well prepared for the next stage of their education.”
“The headteacher, deputy headteacher and the assistant headteacher make an effective team. They sustain a culture of continuous i improvement through the school’s vision and specific learning goals, which include resilience, morality and adaptability.”
“Miss Pulleyn is fantastic“
“..closeness between all age groups and years.“
“This school meets our expectations in every way.“
“My son’s teacher is creative, enthusiastic and genuinely cares about him as an individual .“
“Pupils who speak English as an additional language make rapid progress. Disadvantaged pupils are also supported well to make good,
and sometimes better, progress in reading, writing and mathematics.”
“The friendly atmosphere, the safe environment & the teachers’ encouragement.”
“the school gives me advice as a parent so I can help my daughter.“
“The Head teacher and deputy are fab, they join in everything.”
“Senior leaders lead by example, modelling what is expected of all staff. Teachers feel valued and respected.”
“School leaders are ambitious and highly knowledgeable about teaching and learning.”
“Leaders use funding well to ensure that pupils with special educational needs and/or disabilities (SEND) make strong progress from their different starting points.”
History day was amazing. Brilliant idea.
“Pupils’ personal development and welfare are outstanding. Pupils thrive and are keen to learn. They know how to look after their
wellbeing and how to keep safe. The school is an inclusive and happy place.”
