Making DT Work
Quality of Learning

• Pupils have a very positive attitude to their learning. They are interested in and usually enjoy their work in design and technology. Pupils show a great deal of enthusiasm for the subject at all key stages.
• Relationships between pupils are very good, as are those between staff and pupils, and contribute significantly to the pupils' quality of learning. Pupils are constantly aware of health and safety issues.
• Where the quality of learning is good, pupils respond confidently to challenging tasks which require them to use a variety of resource material, to work collaboratively to problem solve, and to produce outcomes which accurately reflect the initial design brief.
• Where the quality of learning is very good, pupils develop ideas coherently through group discussions and produce sequenced designs and design updates independently, they communicate decisions in a structured way and reflect on the work undertaken. In one KS2 class the quality of the sketches produced by the pupils contributed significantly to the development of their ideas – pupils responded to their brief by producing a series of 3D annotated drawings showing the intended outcome from a variety of angles.
• In some schools there is evidence of the work undertaken being too reliant on teacher guidance which leads to uniformity of ideas and practice.
• Continuity in learning within and between lessons is good. Lessons are structured well, allowing pupils ample opportunities to be actively involved in the design and make process. The quality of planning within schools is generally good and often very good. The quality of the curriculum maps produced in many schools, highlighting the progression of design skills across the key stages, make a very effective contribution to continuity and progression within the subject.
• Progression in learning between schools is less secure. A mutual awareness of the experiences gained and activities planned for is not always evident and teachers do not always take sufficient cognisance of prior learning and topics studied within the previous key stage. Year 7 pupils felt that experiences gained in KS2 did not prepare them sufficiently for the way design and technology processes are taught in KS3.

The quality of the pupils' learning experiences improve when they are underpinned by challenging questions such as: 'What is the intention behind the design of the product?' 'How might this purpose be best achieved and how can the design help it do that? Who is the product aimed at? How can the product be designed so that it performs as well as it possibly can? How aesthetically pleasing is the intended design of the product? Are materials important to the creation of the product? How can the manufacturing (making), and, at the earlier stages, the design process itself, be monitored? Does the product match the initial criteria set in the design brief?

Quality of Teaching

• The quality of teaching is often good, with some very good practice observed. Opportunities for cross-curricular work are often exploited effectively and contribute well to pupils' understanding of how design and technology impacts on the world around them.
• The majority of lessons are well structured to include a variety of activities. Many schools plan 'stand alone' lessons that give pupils distinct opportunities to develop their making skills e.g cutting and joining techniques.
• The scheme of work produced in conjunction with EDS contributes well to the quality of subject planning. Many schools have modified the scheme for their own needs and show clearly the design skills to be developed from one term and one year to the next. Subject leaders in all key stages influence provision and outcomes positively and heads of department provide good leadership.
• A number of teachers explore and develop pupils' understanding through skilful questioning, with an emphasis placed on the pupils' appreciation of the design process.
• A good range of resources is used effectively to support learning. In many schools construction kits are used effectively to support pupils' learning. Most schools have an appropriate stock of tools and materials that allow pupils a range of experiences and activities. In KS3 good use is made of Pro/desktop facilities.

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