MARTONGATE PRIMARY SCHOOL TECHNOLOGY POLICY Revised by: Mrs Sarah Musgrave Date: April 2015 1
The design of an object defines its meaning and ultimately it s utility. The nature of the connection between technology and people is determined by the designer. Jonathan Ive, Apple Computer An understanding of the technical possibilities available, together with an interest in and sensitivity to use of language, gives you the confidence to express your design ideas. Freda Sack, Type Designer and Typographer, The Foundary Tell me and I forget show me and I may remember let me do it, and I learn. Learning through making works! Prue Leith, Leith s School of Food and Wine Design and technology is about making things that people want and that work well. Creating these things is hugely exciting: it is an incentive, fun activity. James Dyson, Chairman, Dyson Ltd 2
The importance of Design and Technology Design and technology prepares pupils to participate in tomorrow s rapidly changing technologies. They learn to think and intervene creatively to improve quality of life. The subject calls for pupils to become autonomous and creative problem solvers, as individuals and members of a team. They must look for needs, wants and opportunities and respond to them by developing a range of ideas and making products and systems. They combine practical skills with an understanding of aesthetics, social and environmental issues, function and industrial practices. As they do so, they reflect on and evaluate present and past design and technology, its uses and effects. Through design and technology, all pupils can become discriminating and informed users of products, and become innovators. Aims It is our aim that :- We create an interest and enthusiasm for designing and making in children of all abilities, and we help children to develop that curiosity and interest in the made world; Pupils gain a knowledge and understanding of materials, components and controls; Pupils use focused practical tasks to develop skills, techniques and knowledge, particularly those related to tools and materials; Pupils have opportunity to investigate and evaluate a range of simple products which are found in everyday life; We provide a range of Design and Technology activities which will help pupils to develop their confidence when formulating their original ideas; Pupils experience a sense of achievement, having worked through the whole design process that led to the finished article; Pupils will refine ideas by overcoming problems and finding solutions; Pupils develop an ability to criticise constructively and evaluate their own products and those of others; We instil a positive attitude towards health and safety; 3
Pupils know where and how to find relevant technological information through the effective use of reference material in the School Library and ICT searches; Design and Technology is an integral part of the curriculum and every child is given equal opportunity to develop the relevant skills, regardless of ability, gender, race or cultural background; Pupils are extended in each area of the Design and Technology Curriculum so that they reach their full potential. Pupils should derive pleasure from their learning; Able and talented pupils are given opportunities to extend basic projects taken on by the class. Time Allocation The equivalent of one hour per week will be allocated to the teaching of Design and Technology. In order to extend the length of sessions for more effective delivery, teachers may decide to alternate longer lessons with another subject fortnightly or half termly. Alternatively, year groups may decide to plan a series of longer sessions, as long as the whole curriculum balance is maintained. Cross-curricular or creative planning topics are positively encouraged, linking D & T projects with other subjects. This will make learning more purposeful for the children by giving designing and making activities a clear purpose. Programme of Study Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment]. EYFS Expressive Arts and Design Technology are two aspects of Understanding of the World in the Early Years Foundation Stage. Designing and making is one aspect of Knowledge and understanding of the world. Children are encouraged to build with a variety of objects, selecting appropriate resources and adapting their work where necessary. 4
Key Stage 1 Design design purposeful, functional, appealing products for themselves and other users based on design criteria generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology Make select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Evaluate explore and evaluate a range of existing products evaluate their ideas and products against design criteria Technical knowledge build structures, exploring how they can be made stronger, stiffer and more stable explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products Cooking and Nutrition use the basic principles of a healthy and varied diet to prepare dishes understand where food comes from Key Stage 2 Design use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design 5
Make select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to improve their work understand how key events and individuals in design and technology have helped shape the world Technical knowledge apply their understanding of how to strengthen, stiffen and reinforce more complex structures understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] apply their understanding of computing to program, monitor and control their products. Cooking and Nutrition understand and apply the principles of a healthy and varied diet prepare and cook a variety of predominantly savory dishes using a range of cooking techniques understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed Planning Design and Technology is a foundation subject in the National Curriculum. Each year group has a set of skills and key objectives(taken from the 2014 National Curriculum (see appendix A) which they organise into the medium and short term planning. Design and Technology can be taught in weekly blocks or weekly lesson and, where possible, is delivered in a thematic approach with a challenge or a hook to enthuse the pupils to further their knowledge and skills. 6
Assessment, Marking and Evaluation Teachers assess children s work in D&T by making assessments as they observe them working during lessons. The children are assessed against the learning objective for their lesson. Any written work will be marked according to the school s marking and feedback policy. Teachers will report to parents termly on the progress made by their child in relation to the year group expectations. The monitoring of the standards of the children s work and quality of the teaching and learning is the responsibility of the subject leader. It is agreed by the school staff that three pieces of work will be handed in to the subject leader every term. These pieces of work should cover a range of abilities. It is also the responsibility of the subject leader to support colleagues in the teaching of D&T, inform staff of any updates in the subject and to form links with the local community to help deliver real life contexts and challenges. An annual review of progress and attainment in D&T will be submitted to the Head teacher by the subject leader. This will highlight any strengths and weakness and areas for further development. Special Educational Needs To overcome any potential barriers to learning in design and technology, some pupils may require: Alternative tasks to overcome any difficulties arising from specific religious beliefs they may hold in relation to the ideas or experiences they are expected to represent Alternative or adapted activities to overcome difficulties with manipulating tools, equipment or materials Specific support to enable them to engage in certain practical activities, opportunities to communicate through means other than writing or drawing, and help to record or translate their design ideas into a drawing Opportunities to work in ways that avoid contact with materials to which they may be allergic Time and opportunity to use non-visual means to gain understanding about and to evaluate different products and to use this information to generate ideas More time than others to complete the range of work (See also our Special Educational Needs Policy.) 7
Resources Units of study will be resourced as necessary. When planning at the Medium term, teachers should inform the Subject Leader if there are any specific resource needs. A wide range of materials are available and are stored in the D&T room. The cooker and utensils are stored in the resource room near the drama room and should be wheeled to the classrooms for use. Health and Safety When working with tools, equipment and materials and in practical activities, pupils should be taught:- a) about hazards, risks and risk control b) to recognise hazards, assess consequent risks and take steps to control the risks to themselves and others c) to use information to assess the immediate and cumulative risks d) to manage their environment to ensure the health and safety of themselves and others e) to explain the steps they take to control the risks Teachers will always teach the safe use of tools and equipment and insist on good practice. Children will be taught to return tools to the tech-trucks when not in use. Cool melt glue guns will only be used by children under direct supervision. The LEA guidelines regarding electrical equipment and trailing leads must be followed. When teachers are using the cooker, they must follow the guidelines in the Be Safe booklet. The cooker must be left to cool down in a safe place with regards to the children s safety. Food Hygiene and Safety Food will be bought and used on the day that it is needed. Teachers will buy food when necessary paying due regard to the health and safety of the children in their care (take special note of allergies and other complaints). They will oversee that tabletops, cookers, etc. are clean and in working order. Adults and children will wear plastic aprons when working with food. The preparation of food and the cleaning up process should reflect the very best of domestic practices. 8
Appendix A Design Technology Key Skills and Objectives 2014..\..\Curriculum\New Curriculum 2014\Design Technology\Skills and Objectives DT 2014 (DC).doc 9