Design and Technology Policy
Our Mission at St. Augustine's School is to provide an education which has at its centre the values and ideals of the teachings of Jesus Christ according to the traditions and doctrines of the Roman Catholic Church.
Design and Technology is a foundation subject in the National Curriculum. This policy outlines the purpose, nature and management of Design and Technology in our school.
Aims and objectives
The National Curriculum program of study is headed knowledge, skills and understanding.
There are three types of activities that should be used to provide opportunities for the development of the programs of study,
Investigate, Disassembly and Evaluative Activities (IDEA’s)
These activities provide children with the opportunity to investigate a product, how it has been out together and what materials were used. It also encourages questioning such as ‘what is the products purpose?’ ‘who would use it?’ ‘could it be modified to serve a greater purpose?’
Focused Practical Tasks (FPT’s)
Through these activities children can acquire and practice skills and knowledge which will be useful to them in the Design and Make Assignments (DMA’s).
Design and Make Assignments (DMA’s)
Children can use skills, knowledge and understanding acquired through IDEA’s and FPT’s to design and make their own products.
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].
When designing and making, pupils should be taught to:
- 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
- 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
- explore and evaluate a range of existing products
- evaluate their ideas and products against design criteria
- 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.
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].
When designing and making, pupils should be taught to:
- 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
- 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
- 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
- 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.
Design and technology – key stages 1 and 2
Cooking and nutrition
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 also open a door to one of the great expressions of human 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 should be taught to:
Key stage 1
- use the basic principles of a healthy and varied diet to prepare dishes
- understand where food comes from.
Key stage 2
- 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.
Implementing good food safety and hygiene
When teaching food accomplished teachers understand how children learn key concepts and skills, and use age/ability appropriate teaching strategies that engage learners, challenge a range of abilities, and build confidence and independence.
When teaching, accomplished teachers:
9.1 Understand the principles of cleaning, preventing cross contamination, chilling, cooking food thoroughly and reheating food until it is steaming hot; 10 Food teaching in primary schools: A framework of knowledge and skills
9.2 Apply food safety information on food labels when buying, storing and consuming food and drinks;
9.3 Know about food poisoning and its symptoms and undertake preventative measures to reduce the risk of illness through bacterial contamination and multiplication;
9.4 Are aware of common allergens and preventative measures to reduce the risk of contamination and allergic reaction;
9.5 Understand the importance of good food safety and hygiene, including knowing how to get ready to cook (such as having hair tied back, removing jewellery and nail varnish, thoroughly washing and drying hands before and after handling food, and wearing a clean apron);
9.6 Model exemplary practical skills and food safety and hygiene processes, including personal hygiene.
Teaching and learning
Design and Technology is about creating an interest and enthusiasm for designing and making which includes children of all abilities. By providing a range of activities we can develop the children's confidence and skills to select and use tools to design and make products using their own ideas. This will begin to give then a greater understanding of the technological society in which we live.
Pupils will be able to develop their creative thinking, evaluative skills, technical skills and communication skills in a way that is challenging, motivating, enjoyable and interesting.
Inclusion (SEN & Equal opportunities)
Activities will be planned in ways to encourage full and active participation by all children irrespective of ability. Progression and regression will be catered for by class teacher adapting units of work. In circumstances where the teacher is unable to do this, difficulties should be discussed with the coordinator.
It is important for all children to experience the range of Design and Technology activities. Through activities children will be encouraged to be considerate of the range of needs people have.
Design and Technology materials and equipment are kept in the designated technology cupboard in the hall. It is requested that staff make the co-ordinator aware of any specialist materials or tools that need replacing. A bank of resource books is being built as a source of reference and back up for technological activities.
Cross curricular links
Design and Technology is a skills-based curriculum area that can contribute to and enrich other areas of the curriculum. Each unit of work gives examples of where and how links can be made.
Health & Safety
All children will be made aware of Health and Safety issues relevant to their work. Guidelines are given in the relevant unit of work. Alternatively, teachers can check on specific issues with the coordinator.
Monitoring and evaluation
Assessment will be based on drawings, observation, discussion and where appropriate, the product. Photographic evidence can be kept as a record of the pupils work. Teachers will also assess children's technical vocabulary as well as designing and making activities. The end of unit expectations in each unit of work should be used when assessing the progress of an individual child's understanding, designing and making skills.
Evaluation & Review
This policy was informed by reference to Design and Technology in the National Curriculum Document; DFEE (Department for Education and Employment) and QCA (Qualifications and Curriculum Authority) guidance material for Design and Technology.