Terrace Road Primary School

Terrace Road Primary School

Design Technology Policy

Terrace Road Primary School

Design and Technology Policy

Definition

Design and Technology is a way of learning. It can be defined as the purposeful use of inventive thinking and creative activity leading to the production of an object, system or an environment which best satisfies a perceived need.

Design and Technology is part of everyone's daily life. It is found in many forms: clothes, hospital equipment, skin creams, cereals, chocolates, cars, and aeroplanes etc.

All of these products have been designed to help people with their needs. Design and Technology is part of every child's immediate experience. It is important that children are not only aware of what Design and Technology is, but also develops a practical approach to it.

Design and Technology combines the skills, knowledge, concepts and values used by people to tackle the problems of living in our man-made world. When children can see the sense of solving real problems; learning is relevant. Design and Technology as a way of teaching and learning, has much in common with how primary school teachers teach. At the root of good primary practice is the development of important skills, concepts and attitudes through experience. The Design and Technology process involves analysis, problem-solving, practical capability and evaluation skills which are all transferable. In our primary school Design and Technology fits naturally into an integrated curriculum and is an approach to learning which is already familiar.

Design and Technology is a practical curriculum area that involves every child in meaningful activities, which allow pupils to design and to make.

Children are encouraged to develop skills and knowledge of a wide range of materials and equipment through practical activities in a safe and controlled environment.

Aims
In order to promote an understanding of the design process we believe that:

• Children should participate in Design and Technology projects that are meaningful and enjoyable.
• Pupils should have the opportunity to work with a range of materials and equipment.
• Each pupil should be taught how to use a variety of tools and material with regard to safety and accuracy, and use appropriate vocabulary when talking about their work.
• Each pupil should have the opportunity to work individually and within a group in a variety of contexts.
• Children should have the chance to make various design proposals, suggest ways forward and evaluate their own work.

The Co-ordinator is responsible for supporting colleagues in the teaching of Design and Technology, for keeping staff informed about current developments in the subject and for providing a strategic lead and direction for the subject in the school.

Cross-Curricular Skills

The nature of Design and Technology as a subject intrinsically draws upon a child’s knowledge and skills in other subject areas.

To support their design and making we will try to fit Design and Technology into the topics covered in each year group. Opportunities will be given to develop and apply their I.T. skills through the study of Design and Technology. Children will be encouraged to obtain, prepare, process and present into, and to communicate ideas with increasing independence.

Design and Technology can be made relevant by using interesting contexts for children's activities. Where possible, children design and make, responding to real needs and opportunities, or those they can relate to e.g. using a story as a starting point.

Contribution of Design and Technology to teaching in other areas
Literacy
Design and Technology provides valuable opportunities to reinforce areas of writing, speaking and listening. It requires pupils to articulate their ideas, justify their views when making decisions and evaluating, and to write lists and instructions when planning what they will do.
Numeracy
Many design and make projects relies upon skills acquired in this area of the curriculum, particularly in measuring.
ICT
We use ICT to support design and technology where appropriate. Pupils may use soft ware to enhance their designing and making, or use databases when investigating products or use the internet to gain access to information and images.
PSHE
Pupils are encouraged to develop a sense of responsibility in following safe procedures and meeting deadlines, and about the importance of personal hygiene when working with food.
Spiritual, Moral, Social and Cultural
Design and Technology offers opportunities for pupils to work with each other and have respect for others opinions and to develop an awareness that the wants and needs of individuals are not the same as the needs of groups.
Welsh
Design and Technology provides meaningful opportunities for the teacher to issue commands to pupils in Welsh in order to contribute to the bilingualism of the school.
It may also be an appropriate vehicle for reinforcing language patterns, e.g. Asking pupils “have you got?”; “Oes pensil ‘da ti? And encouraging pupils to ask “May I?”; “Ga i . . .?”

Differentiation and Special Needs

Owing to the nature of Design and Technology it will engage the children in a variety of activities which involve many methods of communication. It can embrace speaking, drawing, assembling, making and using. It is important that activities are differentiated through careful planning and selection of resources which are appropriate for different ages and abilities.

Foundation Phase

Children as they embark on their journey of learning at Terrace Road will be given opportunities to take part in Design and Technology activities which encourage them to develop their skills, knowledge and understanding by providing:

·  activities in the indoor and outdoor learning environments

·  different types of play and a range of planned activities, including those that are child initiated

·  activities that allow them to adopt a range of roles, including leadership within a small group, paired learning or working within a team

·  a wide range of resources and stimuli

·  activities that allow them to become independent learners

·  activities that allow them to use their senses, to be creative and imaginative

Design and Technology lessons will provide opportunities where children’s skills will be fostered and promoted through using their senses, imagination and experience.

Design and Technology will enable children to express themselves freely and make progress in their ability to:

·  explore and experiment with a variety of techniques and materials

·  make choices when choosing materials and resources

·  mix, shape, arrange and combine materials to create their own images and objects that communicate and express their ideas, feelings and memories creatively

·  develop and use their understanding of colour, line, tone, texture, pattern, shape and form

·  develop their understanding of planning, designing, modelling, modifying and reflecting

·  use a variety of materials and tools for experimentation and problem solving

·  design and make simple products and mechanisms

·  reflect on their own and others’ work.

Key Stage 1 and 2

Key Stage 1 will be phased out by Aug 2011 as it is gradually replaced by the Foundation Phase.

Pupils will be given the opportunity to build on the knowledge, understanding and skills acquired during the Foundation Phase/Key Stage 1. The content of the schemes of work the children will study at Terrace Road are based upon the programmes of study for Key Stage Two (and where still applicable, Key Stage 1) within the statutory orders for Design and Technology.

They will be encouraged to develop their Design and Technology capability through:

·  tasks in which they investigate and evaluate simple products

·  focused practical tasks in which they develop and practise particular skills and knowledge

·  tasks in which they design and make products.

The curriculum will be implemented by incorporating the three main areas of learning outlined in the National Curriculum document:

Knowledge and Understanding

Each pupil will be encouraged to:

·  use a variety of materials and components so that they can handle each material confidently, and understand how they are used.

·  understand how simple mechanisms can be used to produce different types of movement

·  understand how electrical circuits, including those with simple switches, can be used to achieve functional results

·  create, test, modify and store instructions to control events

·  understand how structures can fail when loaded, and techniques for reinforcing and strengthening them

Designing Skills

Each pupil will be encouraged to:

·  clarify the requirements of the task in hand

·  use information sources to generate ideas for products

·  consider appearance, function, safety and reliability when developing ideas for products

·  develop and communicate aspects of their design ideas in a variety of ways, using ICT where appropriate

·  evaluate their design ideas as these develop, bearing in mind how the product is to be used

Making Skills

Each pupil will be given opportunities to:

·  plan the making of their product

·  select appropriate materials, equipment, tools and techniques

·  measure, mark out, cut, shape and join a range of materials, using appropriate tools, equipment and techniques

·  find alternative ways of making if the first attempt fails

·  apply appropriate finishes

·  discuss their products, and evaluate their work.

Resources

A central store of resources is kept in the cupboard outside the Deputy Head Teachers room. The Design and Technology Co-ordinator will maintain and audit these resources. Specific items should be requested in advance. It is the class teachers' responsibility to ensure kits; tools and equipment are returned in a complete state or notify the co-ordinator of any deficiency. Children in all classes should be encouraged to bring in bottle tops, cotton reels, cereal boxes etc. for the central store. In addition each class should collect their own stock of 'junk' materials. As far as possible resources should be recycled, off cuts of doweling, textiles, plastic tubing etc. can all be re-used!

Health and Safety

A safe working environment and ways of working need to be encouraged from the earliest stage. Training for Teaching Assistants and other adults, in use of certain tools, must be delivered by the class teacher prior to the lesson and safe practices should be understood by all voluntary helpers.

All areas must be in the direct vision of the teacher and there should be enough space for each child and group to work comfortably.

Teachers should be aware of any physical limitations which a pupil may suffer e.g. height, disability, poor eyesight or hearing, and make suitable arrangements to allow the pupil to operate sensibly.

Working with Food

Cooking utensils and work areas should be kept meticulously clean. Children should learn simple personal hygiene rules such as wearing a clean apron, washing hands before handling food and not eating food as they are cooking.

Tools

Tools which present a safety hazard, such as a glue gun or a craft knife, need to be secured away from general tools. Training children to use tools properly:

(a) Saws

Never saw directly on the table. Always use a bench hook or G-clamp the material in some way. Show the children how to start a saw cut by drawing the saw towards them to make a notch. When sawing, the effort is needed on the push stroke. Keep your hand and arm in line with the saw cut. Support the material when nearly finished to prevent splintering.

(b) Drills

Children need to be shown how to change twist drills, how to hold a hand drill and how to keep it at right angles to their work. When drilling, turn the handle in a clockwise direction and continue turning the same way when removing the drill bit from the hole.

(c) Glue guns

Children should experience a variety of ways of joining materials other than with a glue gun. However, a glue gun is very useful for joining wood, metal and certain plastics. It is recommended that use of cool glue guns is restricted to use only when supervised 1:1 with an adult.

Recording and Reporting

Teachers make ongoing informal assessments in Design and Technology. Some of these may be recorded through marking of plans and ideas, or on the ‘Pupil Progress’ sheets in the teachers’ assessment files.

Reporting is done informally in the Autumn Term and Spring Terms via parents’ evenings and in the Summer through a written report. Reporting on Design and Technology will focus on each child's planning and skills acquired when making.

Assessment
Teacher assessment in Design and Technology can measure many different aspects within the design and making process, mostly as they observe the pupils at work:

• their knowledge of tools, materials and equipment and the application of other areas of the curriculum relevant to the project.
• their ability to record and communicate their design ideas in a clear manner
• their personal qualities and attitudes to their work, specifically their interest and motivation
• their ability to explain what they have done.
• their ability to use tools and materials safely and with precision
• their ability to evaluate their own work.
Most of the assessment will be made through observing children working and discussing their ideas with them as they move through the design process. These areas will be assessed by the class teacher and recorded in the end of year annual report to parents. A selection of work will be kept from each class or photographed by the coordinator.

Equal Opportunities

Children bring different experiences and talents to Design and Technology. The qualities they already possess should be valued whilst opportunities for widening their experiences need to be created. We are committed to enabling each child to access the whole curriculum.

Relevant support and differentiation is provided for children as appropriate. No child will be discriminated against because of issues such as ability, disability, gender, religion or ethnicity.

All children are included in Design and Technology teaching, whatever their ability. Teachers provide learning opportunities that are matched to the needs of the children. Activities are often organised in a practical and multi-sensory way, and different forms of communication and recording are used, such as model making, drawing, ICT, photographs and talking. Teaching Assistants can be used to support children where necessary.

Policy Review

The Design and Technology policy will be reviewed at the end of a two year period in consultation with the Head Teacher and staff, when its effectiveness will be monitored and discussed.