Sneyd Green Primary

Sneyd Green Primary

School

Design and TechnologyPolicy

“

“Together we make a difference.”

Leader name: Miss Preston

Date: 25/11/14

Introduction:

At Sneyd Green Primary school we are committed to providing all children with learning opportunities to engage in Design Technology. This policy outlines the purpose, nature and management of the Design Technology taught in Sneyd Green School. The policy reflects the work of the teaching staff and has been compiled by the Design Technology co-ordinator. The implementation of this policy is the responsibility of the Design Technology co-ordinator and all the class teachers.

Rationale or Aims and objectives

Design and technology is essentially a practical subject that allows children to think imaginatively and creatively and to become more autonomous and effective problem solvers, both as individuals and as part of a team. Our aim is to provide children with a rich and enjoyable experience of design and technology, in which they can acquire and develop their own designing and making skills in line with our school’s identified “curriculum drivers” and learning skills initiative.

The objectives in teaching design and technology are:

To develop imaginative thinking in children and to enable them to talk about what they like and dislike when designing and making.

To enable children to think and talk about how things work, and to draw and model their ideas;

To encourage children to select appropriate tools and techniques to make quality products, whilst following safe procedures;

To use and explore a range of materials, resources and equipment;

To explore attitudes towards the made world and how we live and work within it;

To develop an understanding of technological processes, products, their manufacture and their contribution to our society;

To use the internet to explore ideas and already made products;

To foster enjoyment, satisfaction and purpose in designing and making things;

Learning and Teaching

Activities in design and technology are planned so that they build on prior learning. Children of all abilities are given the opportunity to develop their skills, knowledge and understanding, and we also build planned progression into the topics so that the children are increasingly challenged as they move through the school. Teachers ensure that any planning encourages children to work both individually and collaboratively.

Cross Curricular links:

• Literacy - Design and Technology contributes to the teaching of Literacy by providing valuable opportunities to reinforce prior learning. Discussion, drama and role-play are important ways for the children to develop an understanding that people have different views about design and technology. The evaluation of products requires children to articulate their ideas and to compare and contrast their views with those of other people. Through discussion, children learn to justify their own views and clarify their design ideas.
• Numeracy – In design and technology, children learn to measure and use equipment correctly, generate nets of shapes in order to create packaging and weigh and measure accurately. They will also learn about size and shape and make “real” use of their mathematical knowledge in order to be creative and practical in their designs and modelling.
• Science – Science helps in design and technology, looking at and drawing electrical circuits. It also helps children to think about using materials to create structures which can withstand a force.
• ICT - Information and Communication Technology (ICT) enhances the teaching of design and technology, wherever appropriate, in all key stages. Children may use software to enhance their skills in designing and making things. Younger children are able to use simple software to enhance their learning. Older children use an ICT control program to control mechanisms and to get them to move in different ways, either in a virtual world or via an infrared connection to working models. The children also use ICT to collect information and to present their designs through a range of design and presentation software.
• Personal, Social and Emotional Education (PSHE) – Design and technology contributes to the teaching of PSHE, encouraging children to develop a sense of responsibility in following safe procedures when making things. They also learn about health and healthy diets. Their work encourages them to set targets and meet deadlines. They will also learn how to prevent disease from spreading and about personal hygiene when working with food.

Equal Opportunities

Here at Sneyd Green Primary School we believe that all children should be encouraged to develop skills and knowledge in any curriculum subject to their best ability. With this in mind, we will ensure that during Design Technology lessons work will be differentiated according to ability whenever possible and that individual children will be supported and encouraged by relevant questioning from their teacher. Pupils with special needsare able to develop confidence and express their feelings in DT, as it is a subject in which success does not depend on academic ability. Every child’s response is unique and activities in DT are planned appropriately allowing pupils to respond according to their abilities, with appropriate differentiation by support, resources and outcome.

Assessment

Teachers will assess children by tracking the skills children have acquired that enables them to achieve national curriculum objectives.

Monitoring and Evaluation

Feedback to pupilsabout their own progress in DT is achieved through discussion and display.Teachers assess children’s work in design and technology by making assessments as they observe them working during lessons, allowing for different learning styles. They record the progress that children make by assessing the children’s work against the learning objectives for the lessons. Children are encouraged to make judgements on ways in which their work can be improved. These assessments will then be used to judge pupils’ progress in DT.

Health and Safety

The school is responsible for teaching DT in a healthy and safe environment with reference to appropriate risk assessments for activities likely to incur possible risk. The teaching staff and DTLeader are responsible for supervision of activities such as cutting, printing, batik work and mixing of media. All DT equipment is subject to maintenance and safety checks and any faulty equipment is to be reported to the Head teacher.