ST BERNARD S PREPARATORY SCHOOL DESIGN AND TECHNOLOGY POLICY LENT 2015 Adopted: Lent 2017 Next review: Lent 2019
St Bernard s Preparatory School Design and Technology Policy Mission Statement With God as our shelter and Christ as our guide, the mission of St Bernard s Preparatory School is to educate towards love and service to God, each other and the wider community. Through our broad balanced curriculum we will develop an understanding of each faith and the values we share. We will treat each person with respect, knowing we are special and unique. The Bernardine Cistercians, believing that Christ is the answer to all human needs and the foundation of all truth, cooperate in the apostolic mission of the Church by their whole monastic life, with its educational work. Their schools endeavour to proclaim Christ through monastic values of prayer, work, community living and unselfish service. 1. INTRODUCTION 1.1 Design and Technology is an inspiring, rigorous and practical problem solving process which involves children s whole being physical, intellectual and spiritual in designing and making artefacts that work. As a process, it involves and provides purpose for other studies, and, because it is concerned with real things, it also provides a recognisable context for a variety of learning and thinking to take place. 1.2 Pupils will acquire a broad range of subject knowledge and draw on disciplines such as:-mathematics, Science, Engineering, Computing and Art. 1.3 This policy outlines the nature, purpose and management of Design and Technology in our school. 1.4 It is the responsibility of all the appointed teaching staff under the guidance of the head teacher and the coordinator to implement this policy. 2. THE NATURE OF DESIGN AND TECHNOLOGY Purpose of Study 2.1 The practical nature of Design and Technology should involve children in developing their own personal skills and knowledge of a wide range of materials and equipment. 2.2 Children will be engaged by stimulating contexts, problem solving and challenges using their creativity and imagination. 2.3 Children will be encouraged to see that Design and Technology is a part of the life of all cultures and of peoples in the past, present and future. They will develop a critical understanding of its impact on daily life and the wider world. 2.4 Design and Technology involves children drawing upon the knowledge and skills from other curriculum areas, for example: - Mathematics, Science and Art and Design. 2.5 Children will be encouraged to find this subject enjoyable, meaningful and challenging. They will learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. 2.6 Children will be given increasing opportunity to control their own work and use a variety of equipment and materials. They will design and make products that solve real and relevant problems within a range of contexts, considering their own and others' needs, wants and values. Page 2 of 6
2.7 High quality Design and Technology education makes an essential contribution to the creativity, culture, wealth and well-being of the children in our care. 2.8 Achievement in Design and Technology can positively affect children s self esteem and offer opportunities for socialisation as children work together. 3. ENTITLEMENT 3.1 The Design and Technology curriculum aims to ensure that all pupils:- Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world. Build and apply a repertoire of knowledge, understanding and skills in order to design and make highquality prototypes and products for a wide range of users. Critique, evaluate and test their ideas and products and the work of others. Understand and apply the principles of nutrition and learn how to cook. 3.2 Subject content in Key Stage 1:- 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 and school, gardens and playgrounds, the local community, industry and the wider environment.) 1. DESIGN Design purposeful, functional, appealing products for themselves and others based on design criteria. Generate, develop, model and communicate their ideas through talking, drawing, templates, mockups, and, where appropriate, information and communication technology 2. 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. 3. EVALUATE Explore and evaluate a range of existing products. Evaluate their ideas and products against design criteria. 4. 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. Subject content in Key Stage 2:- 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.) 1. DESIGN Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at 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. 2. 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 wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics, functional properties and aesthetic qualities. Page 3 of 6
3. EVALUATE Investigate and analyse a range of existing products Evaluate their ideas and products against 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. 4. 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 IN KEY STAGE 1 and 2 As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will open the door to one of the expressions of creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. Pupils in Key Stage 1 should be taught to:- Use the basic principles of a healthy and varied diet to prepare dishes. Understand where food comes from. Pupils in Key Stage 2 should be taught to:- Understand and apply the principles of a healthy and varied diet. Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques. Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. 3.3 Children will be taught in their normal class groups. The Early Years Department will implement Design and Technology across the curriculum as specified in the Foundation Stage Early Learning Goals. 3.4 At Key Stage 1, children will receive 1 hour of Design and Technology per fortnight. At Key Stage 2, children will receive 1 hour of Design and Technology per week. 3.5 Children will be taught to develop their Design and Technology capability through combining their design and making skills with knowledge and understanding in order to design, make and evaluate products. 3.6 Throughout each Key Stage, all children will be given the opportunity to work with :- Construction materials Textiles Electronics Graphic media Food 4. IMPLEMENTATION 4.1 Children study Design and Technology through practical, challenging and safe activities based initially on their immediate personal experiences and later on a broader range of contexts and materials, and, developing more sophisticated techniques and skills. 4.2 The long term and medium term planning is guided by the new National Curriculum requirements and the recommended units of work within the programmes of study for the Foundation, Key Stage 1 and 2 age ranges. This ensures that the children cover all of the expected guidelines outlined. 4.3 Design and Technology involves examining the needs of people in selected situations. 4.4 Design and Technology asks children to design and plan ways of solving problems. 4.5 Opportunity is provided for each child to work with construction materials, electronics, graphic media, food and textiles. Page 4 of 6
4.6 Opportunity is available for children to use word processing, graphics programs, data handling and spreadsheets to facilitate and enhance their Design and Technology in association with I.C.T. 4.7 Safety is an integral part of all our teaching including Design and Technology and risk assessments will be carried out for all Design and Technology activities. 4.8 Supervision is important within this subject and will vary according to the age of the children and the activity. 4.9 Within the Lower School, the appointed class or support teacher takes responsibility for all the teaching of Design and Technology and implements the required safety issues. 4.10 Within the Upper School, the specialist teacher takes responsibility for all the planning of Design and Technology and implements the required safety issues. 4.11 As children mature they should progressively be expected to take responsibility for safety, but, always within their capability, and, after careful instruction about the use of, for example: - equipment and food. 5. ASSESSMENT, RECORDING AND REPORTING 5.1 The progress that children make will be reflected in their learning from previous key stages and will be revisited in teachers planning and practice. 5.2 With regard to attainment targets, by the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programmes of study. 5.3 These attainment targets also indicate the progress across these areas as children develop their Design and Technology capability when they combine their skills with knowledge and understanding at the end of Key Stages 1 and 2. 5.4 Children will build up a portfolio /file of work during the course of each school year in the Lower and Upper School. 5.5 Pupils are encouraged to self-assess and this helps to form the basis of the recording of children s experiences and achievements alongside the teacher s own observations and assessments. 5.6 The teacher will keep termly plans that will record expected curricular coverage. 5.7 Parents will receive a written report of their child s progress twice yearly. Parents also have opportunities to discuss these reports with the subject teacher at Parents Evening twice yearly. 6. EQUAL OPPORTUNITIES 6.1 All pupils will have equal opportunities to achieve their full potential across the Design and Technology curriculum. It is an important aspect of everyone s life now and in the future. 6.2 Design and Technology offers all children an exciting and challenging way to learn. 6.3 Design and Technology should account for children s abilities, gender, culture and religion, so that it celebrates similarity and difference, ensures access and presents positive images. 6.4 All Design and Technology activities will ensure an equal interest and participation level for both boys and girls. 7. SPECIAL EDUCATIONAL NEEDS 7.1 Pupils with Special Educational Needs participate in the same curriculum as their peers. Design and Technology can offer all children an exciting and challenging way to learn. 7.2 Provision will be made where any pupils encounter difficulties which may affect their ability to participate in Design and Technology lessons. 8. RESOURCES 8.1 In the Lower School, resources will be stored within the class base for each year group. 8.2 In the Upper School, resources will be stored in the Art, Design and Technology room where the co-ordinator is based. 8.3 Resources will be constantly monitored to ensure that the materials and equipment required for tasks set are readily available. Page 5 of 6
Legal status: This policy was written using documentation from The New Revised National Curriculum Statutory Orders for Design and Technology in England published by The Design and Technology Association/National Curriculum Expert Group for Design and Technology. Applies to: Whole School including Early Years Foundation Stage (EYFS) Related Policies: Curriculum, Teaching and Learning, Assessment, Recording and Reporting, Data Protection Availability: This policy is made available to parents on our website www.stbernardsprep.org or a copy may be obtained from the school office on request. Monitoring and Review: This policy will be subject to continuous monitoring, refinement and audit by the Headmaster. The Trustees will undertake a formal review of this policy for the purpose of monitoring and of the efficiency with which the related duties have been discharged, by no later than two years from the date shown below, or earlier if significant changes to the systems and arrangements take place, or if legislation, regulatory requirements or best practice guidelines so require. Signed by Headmaster Date Chair of Governors Date Adopted: Lent 2017 Review date: Lent 2019 Page 6 of 6