DESIGN TECHNOLOGY POLICY

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1 EDWARD WORLLEDGE ORMISTON ACADEMY DESIGN TECHNOLOGY POLICY Date approved by Governors.... Signed Date for Review

2 RATIONALE Design and technology is concerned with knowledge about and understanding of man made artefacts and systems. We are surrounded by technology and it affects every aspect of our lives. Knowledge and an understanding of that technology equips us to make informed choices. Design and technology is about the process of designing, making and evaluating products which meet a need or opportunity. It provides children with opportunities for the creative use of knowledge and understanding from other curriculum subject areas to solve problems. It is an inspiring, rigorous and practical subject. AIMS Our aims in teaching design and technology are that all children should: develop their knowledge, understanding and skills in order to design and make quality products, evaluate their products and evaluate the products of others; develop their awareness of the suitability of products and the effect they have on the quality of life and the environment. learn how to take risks, become resourceful, innovative, enterprising and capable citizens. PRINCIPLES In the teaching of design and technology there should be equal opportunity regardless of background, experience or abilities, with each child encouraged to develop their capabilities and supported appropriately. Design and technology teaching should be carried out in an appropriate location with due regard for the children s health and safety in accordance with the academy s policy on health and safety. Design and technology teaching follows a whole academy matrix to ensure continuity and progression throughout the year groups and key stages. THE TEACHING OF DESIGN AND TECHNOLOGY There is no specialist teaching of design and technology in Edward Worlledge Ormiston Academy. It is mainly taught by class teachers and the subject is overseen by the Design and Technology Coordinator. 2

3 The emphasis in our teaching of design and technology is on providing opportunities for pupils to combine their designing and making skills with knowledge and understanding in order to design and make quality products. Work in design and technology draws on knowledge and skills from all other subjects of the National Curriculum, especially science, mathematics, art and ICT. The teaching of design and technology takes place through: focused practical tasks (FPT s) in which specific skills and areas of knowledge and understanding are addressed; design and make assignments (DMA s) which provide the children with the opportunity to respond to a need / opportunity and design, make and evaluate a quality product using, developing and extending their technology capability; activities, in which they investigate, disassemble and evaluate a range of simple products (IDEA s). Excellence in design and technology is celebrated in display and presentation by suitably mounted displays in classrooms and throughout the academy. EQUAL OPPORTUNITIES The teaching of design and technology provides an opportunity to challenge stereotyping, this is done by: using materials which are not biased in their images; avoiding the use of language which reinforces stereotyping; providing the children with non-stereotypical role models. SPECIAL EDUCATIONAL NEEDS The teaching of children with special educational needs is carried out in consultation with the Special Educational Needs Co-ordinator and the Design and Technology Co-ordinator. The children carry out activities matched to their abilities, receive extra support where appropriate and are encouraged to participate fully in both individual and group tasks in order to experience the full range of the Programme of Study for Design and Technology. PLANNING Design Technology is taught on DT days termly. During these sessions, skills are taught and demonstrated to enable the children to apply these skills across all areas of the curriculum. Design Technology days enable the children to focus on creating a final product to display all skills learnt. 3

4 Planning and teaching of Design Technology at Edward Worlledge Ormiston Academy will include: organisation of activities that include working individually, in groups and as a whole class. teacher modelling and demonstration of skills development of visual perception and literacy visual and tactile elements an introduction to the work of artists, craftspeople and designer health and safety requirements and practices opportunities to work both inside and outside of the classroom EARLY YEARS FOUNDATION STAGE Important design technology skills are addressed through many of the seven areas of development, but mainly through the following: Physical development Understanding the world Expressive arts and design Pupils learn through a wide variety of practical activities and they are encouraged to learn through first-hand experiences that encourage exploration, observation, problem solving, prediction, critical thinking, decision making and discussion. KEY STAGE ONE During KS1, pupils are provided opportunities for: Designing purposeful, functional, appealing products for themselves and others based on design criteria. identifying and naming common tools and materials used in designing and making. physical modelling of materials and components using a range of tools and equipment to perform these practical tasks. oral communication of what they plan to do, are doing and have done retrospective drawing of what they have made, including some detail and labelling evaluating their ideas and products against success criteria Building, exploring and using mechanisms to build on their technical understanding of how things work (for example, levers, sliders, wheels and axles). Understanding the areas of cooking and nutrition (healthy, varied diet, understand where food comes from). 4

5 KEY STAGE TWO: During KS2, pupils are provided opportunities for: research and developing design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups generating, developing, modelling and communicating their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design selecting from and using a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities. exploring and evaluating a range of existing products to help develop and evaluate their own products against design criteria. understanding how key events and individuals in design and technology have helped shape the world. using computing to programme, monitor and control their products. understanding and using electrical systems in their products. preparing and cooking savoury dishes using a range of cooking techniques, as well as, know where and how a variety of ingredients are grown, reared, caught and processed. DIFFERENTIATION Methods of differentiation appropriate to design and technology include: differentiation by outcome the children complete the same task at their own level; differentiation by resource the children complete the same task but resources are prepared and provided to match the child s ability; differentiation by support - the children complete the same task but receive extra support appropriate to their needs; differentiation by task the children cover the same Programme of Study content but the activity is matched to the individual s capabilities. ASSESSMENT AND REPORTING Assessment is carried out by the class teacher and, where possible, the children are actively involved in the assessment process and appropriate feedback given. Formative assessment is carried out by the class teacher and, in consultation with the subject co-ordinator, used to inform future planning. 5

6 Summative assessment is carried out at the end of each year by teacher assessment and recorded in the children s records of achievement and end of year written reports. Reporting is carried out through the children s Records of Achievement, parents evenings and end of year written reports. THE ROLE OF THE CO-ORDINATOR The design and technology co-ordinator will: monitor the development of the design and technology curriculum and give guidance on assessment, recording and reporting; provide guidance on planning suitable units of work; manage the budget and order resources; organise resources and equipment and arrange staff training in the safe use of appropriate tools and equipment; provide guidance on safety in design and technology. SAFETY The teaching of design and technology is carried out in accordance with the academy policy on health and safety. A strong emphasis is placed on the safe handling of cutting tools and food stuffs. Suitable apparel for the task in hand is worn at all times and the importance of the safe and hygienic storage and handling of food stuff is stressed. The safe teaching of constructional design and technology is carried out mainly in the classroom and there is a specially designated food technology area. There are three paramount issues to be considered whenever children are engaged in practical work, apart from the actual learning activities: i) Safety of the children; ii) Care of equipment; iii) Sensible use of materials and resources. Children should be supervised at all times when working in workrooms. Children are not to use any tools with a cutting blade i.e. chisels or planes. Craft knives are permissible but, as with any equipment, children must receive proper training. Any behaviour that could be dangerous must be dealt with immediately i.e. stopping the class and discussing the hazard or excluding a particular child from an activity or session. If any member of staff is unsure of any design and technology procedures they should liaise with the Design and Technology Co-ordinator. 6

7 All children must be given suitable instruction for using any tools and equipment that they might require. The tools should be returned to their proper places after use. Any breakages or accidents should be reported immediately. The workrooms must be left clean and tidy with all work surfaces clear. Certain tools and materials are kept in the locked cupboards and children should not have access to these. Staff should inform The Design and Technology Co-ordinator of their requirements for the following term so that materials can be purchased and / or prepared. While children should be encouraged to use a wide variety of materials they should be made aware of sensible use of resources. If children follow a rigorous design procedure they are less likely to make wasteful mistakes and will learn to make the most effective use of valuable and limited resources. RESOURCES The resources for design and technology in any year group will be stored by that year group. If there is any difficulty in locating these resources the year group co-ordinator should be contacted. A selection of quality hand tools will be available and held centrally. Design and technology resources that are to be used by all classes and year groups will be located in the storage cupboard outside the cookery room. 7