DESIGN AND TECHNOLOGY INCLUDING FOOD TECH
The central role of DT is to learn and embed skills and knowledge, drawing on disciplines such as mathematics, science, computing and art, developing practical methods and techniques when using resistant and non-resistant material in order to solve problems and to create a range of outcomes. The curriculum is designed to reflects the range of skills and abilities our pupils bring, we offer them the opportunity to identify, challenge, adapt and create through themed threads, developing and building on previous sticky knowledge. Through DT, our pupils develop their communication, physical manipulation, autonomy, independence and self-esteem, while their personal engagement with the task develops attention span, patience, persistence and commitment.
The starting point of each unit is a design brief, which is supported by a disciplinary knowledge teaching focus across the year. The disciplinary knowledge and techniques are developed in concise focused tasks, which support the practical outcomes. The themed threads consistently follows the 4 elements of Design Technology Curriculum; design, make, evaluate and technical Knowledge, so the pupils can work towards gaining the knowledge they need to progress. The substantive knowledge specific to each themed threads while the disciplinary knowledge is transferable and revisited over the course of the year building a breadth of experience within the different threads.
Coherence
Subject specific threads. These follow the requirements of the national curriculum which are;
Materials and structures
Mechanisms
Textiles.
Food Technology.
The themes of each thread have been aligned to fit mixed ability classes.
Materials and structures, textiles and mechanisms curriculum are adapted into smaller steps which are more suitable for the needs and learning styles of our pupils.
Food Technology strand is split into 3 units as extra weighting is given to food technology because it teaches life skills, which supports our pupil’s independence. The strands are based on published schemes from Food, a fact for life and are adapted for use within GSSC. While focusing on healthy eating (based on the Eatwell plate) and developing an understanding of where food comes from, we have provided a progression of food preparation skills to provide progression suitable for the age and experiences of each individual.
How curriculum is organised.
Detectives and Explorers DT curriculum reflects their stage of learning and so the theme is followed using sensory experiences where they encounter, experience or respond to tactile, olfactory, gustatory, auditory, visual, vestibular and proprioceptive stimuli relating to physical, cognitive or communication targets.
The Investigator curriculum explores the preliminary steps needed in order to understand what possibilities are conceivable in design technology. At this level the pupils are experiencing the physical elements of the unit, exploring materials, simple tools and adhesives then making choices based on their responses to their experience.
Our Investigator Plus learners work towards the National Curriculum foundation level for DT for each topic area, while the Researchers composite learning is directly linked to the national curriculum Key Stage Subject content at the appropriate year and key stage levels.
The components create the pathway our pupils follow to achieve the composite knowledge at each stage and level of learning and provides the opportunity for repetition and practice to embed the sticky knowledge in each area. The progress towards the composite knowledge is recorded on Summative assessment documents as each component part is worked on towards achieving the composite. The summative assessments travel with the pupils through their learning journey at GSSC.