QUEEN’S CRESCENT SCHOOL

 

D.T. POLICY

Rationale

Learning through Design & Technology at school helps to prepare children for living and working in a technological world. It also helps to develop the children’s confidence and ability to solve technological problems.

Aims and Objectives

  • Provide the practical skills needed to work with a wide range of tools, materials and components safely
  • Develop knowledge and understanding of structures, mechanisms and control systems
  • Use computers and digital media in order to design, control and monitor using a range of software
  • Design, make, decorate or mend a range of textiles using a variety of skills including sewing, embroidery and knitting
  • Cultivate plants for the purpose of eating and create wholesome and healthy dishes; both savoury and sweet
  • Encourage the social skills necessary to work co-operatively, as well as independently, in activities which promote enjoyment and pride in work produced
  • Extend a pupil’s understanding of the ways in which people have designed products in the past to meet their needs and the techniques now used to develop design ideas
  • Take inspiration from great designers throughout history; evaluate their products and use their designs as a basis for their own
  • Apply knowledge gained in other curriculum areas – particularly Maths, Science, History and Art.
  • Nurture creativity and innovation through designing and making
  • Explore values about and attitudes to the ‘made’ World and how we live and work within it
  • Develop an understanding of technological processes, products, and their manufacture, and their contribution to our society, including local designers and industries
  • To evaluate fitness for purpose and make adjustments accordingly

Approaches to Teaching

Design Technology at Queen’s Crescent School is taught through a range of practical opportunities.

Reception

In Reception, children build on their pre-school experience, using toys and objects around them to create imaginative solutions to the problems they encounter - a cardboard box becomes a castle, a car or a home.

The children will have opportunities to learn simple cutting, joining and shaping techniques. They will explore movement through the use of construction kits. They will develop appropriate language to express themselves, ask questions about how things work or are made, create and clarify ideas and discuss their reasons for making choices. They will work with food and understand how to make some simple healthy choices about what they eat.

Key Stage 1

During key stage 1, children will experience opportunities which allow them to:-

 

  • Use a range of materials to design and make simple products
  • Select materials, tools and techniques and explain their choices
  • Understand simple mechanisms and structures
  • Measure, assemble, join and combine materials in a variety of ways using basic tools safely
  • Investigate and evaluate simple products, commenting on the main features.
  • Grow and nurture plants and use these for practical purposes
  • Experience making a variety of foods using simple preparation and cooking techniques

Key Stage 2

During key stage 2 children will experience opportunities which allow them to:-

 

  • Use knowledge and understanding of a range of materials, components and techniques to design and make quality products
  • Evaluate work as it develops and, if necessary, suggest alternatives
  • Produce designs and plans which list the stages involved in making a product, and list tools and materials used
  • Accurately measure, mark, cut, join and combine a variety of materials, working safely and recognising hazards to themselves and others
  • Understand the use of electrical and mechanical systems and more complex structures
  • Use basic programming and coding software to create a desired outcome
  • Be aware of some key historical developments in the field of design, in the UK and worldwide, and the effect these have had on our daily lives
  • Evaluate what is or is not working well in a product and make changes accordingly

Organisation

In Reception D.T. is often taught through structured play activities or small group work where an adult works with the children to develop and extend their skills.

The learning opportunities in Key Stage 1 and 2 are organised in 3 extended units of work per year, covering all aspects of design technology over a 2 year rolling program. As well as this aspects of horticulture and food should be on-going throughout the year.

Resources

At Queen’s Crescent School we are committed to developing a range of tools and materials as well as a bank of teacher’s information to enhance the delivery of the D.T. Curriculum.

Assessment

The school’s assessment policy gives a detailed account of how assessment is carried out in the school. Assessments are carried out through teacher set tasks, focused observations, questioning of the children, review of the children’s work. Staff inform parents at parents’ evenings and through the annual reports.

Curriculum links

This policy is supported by a range of whole school policies on, for example, learning, assessment and special needs that will guide and support the work described in this policy. The DT curriculum has broad links across many subjects, but has particularly close links with Maths, Art, Science and History.

Equal opportunities

All children will have an equal opportunity to work within this policy area. Account will be taken of their needs and where appropriate support for them will be accessed through the special needs policy.

Roles and responsibilities

This policy has been developed through consultation between staff and between the subject leader, head teacher and governing body. The head teacher, deputy and subject leader monitor and evaluate the work achieved by the children in this area. The leader identifies areas for development, resource needs and helps in the moderation of standards across the school. The leader works with the linked subject governor so that they are aware of such issues. The leader also liases with the link governor about their visits to school. The linked governor will also keep the governing body informed about developments in this area.  

Monitoring and evaluation

The monitoring and evaluation of the achievements made in this area of the curriculum is carried out through the guidelines on monitoring and evaluation. These set out how the head teacher, deputy head and subject leader use a range of strategies to assess the quality of achievements. The class teachers however, have a key role in monitoring and evaluation of their work and that of the children in their class. The Head teacher works with the governing body to inform them about the work carried out within the school. The periodic reports either through the Wiltshire School Improvement programme’ or OFSTED inspections give independent and outside views on the standards achieved within the subject area.