Design Technology - St. George`s School

Report
Design
Technology
Department
Policy
Handbook
Design Technology
Our mission statement is :
Believe, Achieve & Care
Vision
Design technology prepares pupils to take part in the development of tomorrow’s
rapidly changing world. Creative thinking encourages pupils to make positive
changes to their quality of life. The subject encourages pupils to become
autonomous and creative problem- solvers, both as individuals and as part of a
team. It enables them to identify needs and opportunities and to respond by
developing ideas, and eventually making products and systems. Through their
studies of Design technology they combine practical skills with an understanding of
aesthetic, social and environmental issues, as well as functions and industrial
practices. This allows them to reflect on and evaluate present and past design and
technology, its uses and its impacts. Design technology helps and supports pupils to
become discriminating and informed consumers and potential innovators.
Department Aims and Objectives
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To have high expectations of all students attainment and personal
conduct.
To create an environment where there is an emphasis on success and
potential, and where all individuals and their achievements are valued
and celebrated.
To develop a broad and balanced curriculum which encompasses a
wide range of learning experiences and reflects the need of the local
community.
To continually develop staff skills and provide a modern and diverse
curriculum.
To develop an understanding of technological processes and
products, their manufacture and their contribution to our society;
To foster enjoyment, satisfaction and purpose in designing and
making things.
A brief history of the
department
The technology department has undergone a number of radical changes over the last five
years; however, it continues to be one of the most popular subjects on the curriculum for
pupils. Historically, food technology, resistant materials, graphics and textiles were delivered.
This has changed, due to in part, to staff fluctuations and re-structuring of the national
curriculum. This streamlining has enabled the department to focus on food technology and
resistant materials.
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Facilities have been greatly modernised also. Food technology can boast a state of the art, all
stainless steel facility which lends itself well to the delivery of catering and mirrors those found
in colleges, universities and professional establishments. The workshop, where resistant
materials is taught has also been modernised. Work benches have been refurbished and a
dedicated CAD/CAM/ICT area has been incorporated into the build.
Leading the team is Mrs Bentley, who quickly established herself at St George's after her
arrival three years ago, becoming Head of Department in only her second year of teaching.
Mrs Bentley is ably supported by Mr Sweeney, who is responsible for the delivery of resistant
materials. Both have worked hard to ensure, particularly at KS3, a synergy between the two
areas, which may on the surface seem unrelated, but have in fact a number of shared
concepts which underpin both.
The department also boasts a strong support staff. Mr Cooke and Mr Anderson, who share
the technology technician’s role, have vast amounts of experience and expertise in both the
construction industry and further education. Both have excellent relations with staff and pupils
and are keen to impart there knowledge and experience to others.
In general, departmental results at KS4 have been in line with or higher than the whole school
figures for A*-C. It is the departments target to be above the national average in both subject
areas.
Looking ahead, the department continues to strive to keep up to date with advances in
technology, thus preparing our young people for their future in our technological society.
Presently, research is being undertaken into the feasibility of incorporating 3D printing into
both subject areas and hopefully into other departments at St George’s also.
DT Curriculum planning
Our school uses the National Curriculum for developing our schemes of work as the basis for
curriculum planning in design and technology. We use events and the world around us to keep
them exciting and fresh. At KS4 food uses the WJEC Catering specification and resistant
materials use the AQA specification.
We carry out the curriculum planning in design and technology in three phases: long term,
medium-term and short-term. The long-term plan maps out the units covered in each term during
the key stage. The subject leader works this out in conjunction with teaching colleagues in each
year group.
Our medium-term plans, which we have adopted from the national scheme, give details of each
unit of work for each term. They identify learning objectives and outcomes for each unit, and
ensure an appropriate balance and distribution of work across each term. Class teachers
complete a plan for each art and design lesson. These list the specific learning objectives and
give details of how to teach the lessons. The class teacher keeps these plans, and the class
teacher and subject leader often discuss them on an informal basis.
We plan the activities in design and technology so that they build on the prior learning of the
pupils. We give pupils of all abilities the opportunity to develop their skills, knowledge and
understanding, and we also build planned progression into the scheme of work, so that the
children are increasingly challenged as they move through the school.
We encourage the development of skills, knowledge and understanding that help pupils make
sense of their world as an integral part of the school’s work. We provide a range of experiences
that encourage exploration, observation, problem solving, critical thinking and discussion.
Cross Curriculum link
Personal, social and health education (PSCHE) and citizenship
Design and technology contributes to the teaching of personal, social and health education and
citizenship. We encourage the pupils 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 be responsible and to set targets to meet deadlines, and they also learn,
through their understanding of personal hygiene, how to prevent disease from spreading when
working with food.
Spiritual, moral, social and cultural development
The teaching of design and technology offers opportunities to support the social development of
our pupils through the way we expect them to work with each other in lessons. Our groupings
allow pupils to work together, and give them the chance to discuss their ideas and feelings about
their own work and the work of others. Through their collaborative and cooperative work across a
range of activities and experiences in design and technology, the pupils develop respect for the
abilities of other pupils, and a better understanding of themselves. They also develop a respect
for the environment, for their own health and safety, and for that of others. They develop their
cultural awareness and understanding, and they learn to appreciate the value of differences and
similarities. A variety of experiences teaches them to appreciate that all people are equally
important, and that the needs of individuals are not the same as the needs of groups.
Design and technology and ICT
Information and communication technology enhances the teaching of design and technology,
wherever appropriate, both key stages. Pupils use software to enhance their skills in designing
and making things. The pupils also use ICT to collect information and to present their designs
through a range of design and presentation software.
Literacy Policy
Rationale
The development of literacy skills across all curriculum areas is vital. Effective Literacy across
the Curriculum .
The Design Technology department are committed to raising the Literacy standards of
all of St George’s pupils. Design and technology contributes to the teaching of literacy
in school by providing valuable opportunities to reinforce what the pupils are learning
across the curriculum.
Pupils will be encouraged to read and write where appropriate within technology
lessons/schemes and also to discuss outcomes and processes. Key words will be
stressed and many displayed in the technology rooms to encourage familiarisation to
the pupils. Strategies such as reading aloud, listening to fellow pupils and teachers
read, reading instructions, listening to videos/tapes and computer audio/visual clips
will be used by staff. Writing will be encouraged through the use of writing frames.
Pupils will present written work carefully through the use of word processing software
or more traditional methods such as printing in block capitals, between guidelines.
Where necessary pupils will be encouraged to 'rough out' written work first. Every
lesson will include literacy as an important aspect.
It’s important pupils develop an understanding of the fact that people have different
views about design and technology. The evaluation of products requires pupils to
articulate their ideas and to compare and contrast their views with those of other
people. Through discussion pupils learn to justify their own views and clarify their
design ideas.
We provide opportunities for Literacy within DT :
Keyword wall
Regular spelling and definition testing
Writing- with writing frames and literacy mats as support
Whole school literacy documents
Reading
Discussions
Numeracy Policy
Numeracy within Design Technology
In design and technology there are many opportunities for pupils to apply their
mathematical skills through choosing and using appropriate ways of calculating
measurement, weights and costing. They learn how to check the results of
calculations for reasonableness, and learn how to use an appropriate degree of
accuracy for different contexts. Pupils learn to measure and use equipment
correctly. They apply their knowledge of fractions and percentages to describe
quantities and calculate proportions. The pupils will carry out investigations,
and in doing so they will learn to read and interpret scales, collect and present
data, and draw their own conclusions. They will learn about size and shape, and
make practical use of their mathematical knowledge, in order to be creative
and practical in their designs and modelling.
Numeracy is a proficiency that involves confidence and competence with
numbers and measures. It requires an understanding of the number system, a
repertoire of computational skills and an inclination and ability to solve number
problems in a variety of contexts. Numeracy also demands practical
understanding of the ways in which information is gathered by counting and
measuring, and is presented in graphs, diagrams, charts and tables.
Mathematical skills can be consolidated and enhanced when pupils have
opportunities to apply and develop them across the curriculum. Poor numeracy
skills, in particular, hold back pupils' progress and can lower their self-esteem.
To improve these skills is a whole-school matter. Each department should
identify the contribution it makes towards numeracy and other mathematical
skills so that pupils become confident at tackling mathematics in any context.
Measurements are often needed in art and design and technology. Many
patterns and constructions are based on spatial ideas and properties of shapes,
including symmetry.
Designs may need enlarging or reducing, introducing ideas of multiplication and
ratio. When food is prepared a great deal of measurement occurs, including
working out times, adapting recipes, and calculating cost; this may not be
straightforward if only part of a packet of ingredients has been used.
Spirituality Policy
As a Church of England school we need to be aware of the spirituality aspect to our teaching
and learning.
Within the Design Technology department we believe that our relationships with pupils are built
on Christian values. This is a key, as we teach pupil’s key life skills through our curriculum and
ensuring at the end of their time at St George’s they understand these values and will use them
throughout life.
All policies, procedures and practices contribute to the enhancement of the schools ‘Christian’
distinctiveness.
We enhance our curriculum by teaching pupils about culture and religions :-
Food Technology:- Religions and diets, Christian calendar events and celebrations.
Resistant Materials:- Christian calendar events and celebrations. The Impact of environmental
issues through social issues.
We ensure our displays are designed to promote spiritual development.
Teaching & learning
The school uses a variety of teaching and learning styles in design and technology lessons. The
principal aim is to develop pupil’s knowledge, skills and understanding in design and technology.
Teachers ensure that the pupils apply their knowledge and understanding when developing
ideas, planning and making products, and then evaluating them. We do this through a mixture of
whole-class teaching and individual or group activities. Within lessons, we give pupils the
opportunity both to work on their own and to collaborate with others, listening to other pupil’s
ideas and treating these with respect. Pupils critically evaluate existing products, their own work
and that of others. They have the opportunity to use a wide range of materials and resources,
including ICT.
Differentiation policy
Differentiation within the department is promoted via outcomes and extension tasks. At Key
Stage 3, design & make projects are set where students have the opportunity to interpret a
starting point which has been selected by staff to ensure the coverage of a range of
Programmes of Study. However, within these constraints students have the opportunity to
develop ownership of a project through negotiation with the teacher. In Key Stage 4 this process
evolves, until considerable student autonomy and differentiation is provided within the final
GCSE project. This student independence is supported by interim project review points as
detailed in the various GCSE Coursework Task Booklets used within the department. This quest
for increased student capability in the holistic nature of design & technology is constantly
reviewed within the department. Each year the projects which are covered at Key Stage 3, Key
Stage 4 and the task booklets used are reviewed in relation to the process of monitoring student
engagement within the activity as well as structuring of the design tasks
In all classes there are pupils of differing abilities, we recognise this fact and provide suitable
learning opportunities for all pupils to ensure all progress. We do this by matching the challenge
of the task to the ability of the pupil. We achieve this through a range of strategies:
• Setting common tasks that are open- ended and can have a variety of results;
• Setting tasks of increasing difficulty;
• Grouping pupils by ability, and setting slightly different outcomes for each group;
• Providing a range of challenges this is done through the provision of levelled resources.
• Using additional adults to support the work of, individual pupils or small groups
SEN
Meeting The Needs Of All Pupils
Pupils will only obtain the maximum benefit from Technology if;
1. The work is challenging and yet achievable,
2. Tasks are structured so that pupils with special needs can achieve success
3. Teachers expectations are appropriate,
4. Pupils successes are recognised.
The Technology staff are aware that pupils must understand the vocabulary of Design
Technology and to this end careful explanation of all the terminology is at the core of all teaching.
Pupils are encouraged to use dictionaries to help in the design process.
Although some pupils may lack co-ordination in the cutting of materials this restriction may not
be the case in Food where a pupil might separate dough into pieces for making buns. Physical
disabilities will not, of themselves, prevent pupils engaging in design activities.
A note to each Attainment Target states,
"Pupils unable to communicate by speech, writing or drawing may use other means including the
use of technology or symbols as alternatives".
Consequently statements of attainment, which require pupils to ask or discuss, can be satisfied
by pupils who can only communicate with the assistance of a computer, or by signing.
Within the Department provision is made for pupils to use jigs as guides for tools and individual
attention by specialist teaching staff is always available.
Pupils with special needs are identified in a number of ways;
Work is regularly marked / assessed and pupils having problems are usually identified through
this method.
Often the standard of practical work suggests that a pupil has had difficulty with comprehending
and understanding instructions. Sometimes it is the manipulation of tools and equipment that
identify the pupils as requiring extra help.
The diagram clearly shows the overall role that the Department plays within the structure of the
school
The Department takes into account the sections in this document regarding S.E.N and
Differentiation when planning any schemes of work, assessment and recording.
A copy of the schools SEN Register is kept securely in the Department and is available to all
staff.
Able & Ambitious
The Design Technology believes that all students of all abilities should have the opportunity to reach their full potential.
St George’s School believes in a positive whole school ethos which encourages all students to work to their potential, so that any
peer pressure to hide ability is addressed.
The department believes it can do this in the following ways:
Having high expectations.
Producing differentiated materials that challenge the more able.
Adopting a variety of teaching styles to encompass all the student’s learning styles.
Ensuring that material is included in schemes of work that both enrich and enhance the experience of the more able.
Identifying underachievement early through academic tracking and through monitoring.
Developing a range of extra activities including, extra–curricular clubs, visits, visiting speakers, study clubs, coursework clubs
etc. to support and stimulate study.
Definition
More able is recognised as a subjective and comparative term. It can be defined by reference to several criteria:
Clear all round ability as evidenced in high scores in school (e.g. classwork, homework, tests, exams) and national (e.g. SATs)
assessments.
High performance in CATs
Comparison with peers
Subject specific skills / ability e.g. Musical, sporting, linguistic, technical, mathematical, and artistic.
Social awareness/maturity and high levels of inter-personal/organisational skills.
Departmental Strategies
Differentiated learning materials are provided
A range of teaching and learning techniques encourages pupils with differing learning styles to achieve.
Teachers remain in touch with learning across the ability spectrum to ensure sufficiently high standards are set.
Achievement and excellence are acknowledged and rewarded using the full range of options available.
The physical environment promotes achievement and excellence it provides opportunities for high order skills e.g.
pair, group and whole class discussion
research
collation
summation
reflection
target setting
assessment of own or peers’ work
consideration of assessment criteria
verbalising requiring sentences rather than one word answers
computer generated presentation
presentations to groups or class
collaboration
It provides feedback to pupils which extends understanding or enhance skills acquisition rather than gives summative judgement
It provides enriching experiences within and/or beyond the formal curriculum
It has strategies for identifying and addressing underachievement.
Inclusion policy
At our school we teach design and technology to all pupils, whatever their ability and individual
needs at Key Stage 3. Design and technology implements the school curriculum policy of
providing a broad and balanced education to all pupils. Through our design and technology
teaching we provide learning opportunities that enable all pupils to make good progress. We
strive hard to meet the needs of those pupils with special educational needs, those with
disabilities, those with special gifts and talents, and those learning English as an additional
language, and we take all reasonable steps to achieve this. For further details see separate
policies: Special Educational Needs; Disability
Non-Discrimination and Access; Gifted and Talented; English as an Additional
Language (EAL).
When progress falls significantly outside the expected range, the child may have special
educational needs. Our assessment process looks at a range of factors – classroom
organisation, teaching materials, teaching style, and differentiation – so that we can take some
additional or different action to enable the pupil to learn more effectively. Assessment against
the National Curriculum allows us to consider each pupil’s attainment and progress against
expected levels. This helps ensure that our teaching is matched to the pupil’s needs.
Intervention through School Action and School Action Plus will lead to the creation of an
Individual Education Plan (IEP) for pupils with special educational needs. The IEP may
include, as appropriate, specific targets relating to design and technology.
We enable pupils to have access to the full range of activities involved in learning design and
technology. Where pupils are to participate in activities outside the classroom, for example in a
trips , guest speakers and college visits, we carry out a risk assessment prior to the activity, to
ensure that the activity is safe and appropriate for all pupils.
Every Child Matters
The Design Technology Department makes a positive contribution to the Every child
matters approach.
1) Enjoy and Achieve
DT is a very popular subject with all children and provides opportunities for
them to achieve when they are creating practical solutions to real life
situations.
2) Be Healthy
Pupils learn the principles of food hygiene and safety through the study of
food technology. Through understanding the relationship between food,
good health and growth, pupils develop the ability to make informed
decisions about food for healthy eating.
3) Stay Safe
When pupils plan, organise and carry out practical activities, pupils are
taught how to use tools and equipment safely. They learn to identify risk
and take responsibility for their own and others’ safety.
4) Achieve economic wellbeing
DT is about applying knowledge of materials and processes to the design of
products and generating practical solutions that are relevant and fit for
purpose. When considering materials, children learn to consider costing
and therefore availability of certain materials.
5) Make a positive contribution.
DT provides many opportunities for children to present their ideas
individually and collaboratively. They learn to design to solve problems for
wider communities but also for their families and school, thus seeing their
sphere of influence grow.
Assessment & Marking
policy
Marking and assessment is a professional responsibility to be discharged regularly and
appropriately by all teachers. Expectations are that:
Work which is set is marked
Assessment (formative and summative) occurs in accordance with schemes of learning.
Students are informed of their standards of attainment in relation to their personal targets and
progress towards them
Accurate data on the progress of all students is recorded appropriately and imported to whole
school systems in a timely manner.
Marking:
Departments will develop marking conventions which meet the expectations outlined above. It is
important that where students are required to submit work it is acknowledged and recognised
and, where appropriate, corrected.
Assessment:
Assessment can take many forms and is a process as well as a product. Thus, in responding to
ongoing work (eg in oral contributions or in the conduct of an assignment) the teacher is
constantly assessing. All lessons should build in opportunities for the assessment of progress
(through AFL strategies, mid lesson plenaries etc) Some assessment is formalised and recorded
to assist both tracking and planning.
Standard assessments which have been agreed and moderated (eg through a common mark
scheme and peer/subject leader sampling) are a fundamental aspect of the Progress cycle.
The use of assessment outcomes to inform planning is a core principle. Feedback to students
which focuses on strengths and what to do next to improve is known to have impact and must
occur regularly to secure progress.
Peer or self assessment form a valuable part of the assessment toolbox providing evidence to
student and teacher of understanding/progress and feedback regarding next steps. Students
will be taught how to assess /reflect and given opportunities to practise the skill. New
technologies (eg. questionnaires, activote, interactive whiteboards ) are rich veins of assessment
opportunity.
Homework policy
RATIONALE
St George’s School aims to enable every student to fulfil their potential and to make steady progress
towards attaining their estimated levels/grades across each Key Stage of the curriculum, an aim which is
reinforced through the provision of homework and independent earning activities. It is intended that
homework promotes the development of lively, enquiring minds and enables all students to acquire the
skills and abilities to work effectively, on their own. This intention is vital in order to prepare all students
for life-long learning and the world of work.
PURPOSE
At St. George’s we aim to ensure that all students experience success in their learning through the setting
of planned, meaningful homework which complements, extends and enriches the learning done in class
and encourages independent learning.
The purpose of homework is to:
Encourage all students to develop the skills, confidence and understanding needed to study effectively
and independently.
Consolidate and reinforce learning that takes place in the classroom.
Provide opportunities to practice assessment tasks and examination questions.
Prepare for assessment tasks and examinations through the revision of work using a variety of suggested
revision techniques.
Extend school based learning through additional reading, meaningful research and project based tasks.
Encourage and sustain the involvement of the home in the management of students’ learning and keep
them informed of the work students are to complete.
AMOUNT OF TIME FOR HOMEWORK
The amount of homework set varies from year to year. Homework is set by staff according to a student’s
homework which is once every two weeks for KS3 each student should be completing approximately lasts
½ hour and KS4 will be in the form of mini projects lasting 2 to 3 weeks .
TYPES OF HOMEWORK
The format of each piece of homework will inevitably vary . However, all pieces of homework should be
completed carefully and neatly, being re-drafted if necessary.
MONITORING
Exercise books will be routinely collected at different points each term by Curriculum Leaders and by
Leadership Link Staff to ensure that homework and classwork are being marked according to policy
guidelines. Failure of completion of homework will result in a call home to parents and pupils
Rewards strategy
Rewards and incentives are an integral part of the school’s ethos. It is the responsibility of all teachers to
support the positive ethos and give recognition and rewards commensurate with effort and achievement.
This principle should be applied consistently in all subjects, in all classes/sets and in all years. Investing in
relationships and rewards supports the school’s ethos and raises standards of attainment. In school
variation contributes to relative strengths/weaknesses and is an appropriate area for professional
reflection.
The school has formal procedures for recognising effort and achievement in the curriculum and in school
life in general. These include:
Learning credits/commendations
Monitoring scores
School Prizes
Letters to parents (Head of Colleges)
Inter form points competition
Certificates
Badges
Official posts (eg Learning Consultants, Prefects, School Councillor, Captain etc.)
Technology Department have developed strategies to augment the above. Best practice encourages
continuous development and innovation which , departmentalises recognition. Positive reinforcement
remains a powerful factor in student motivation and achievement. These can include:
Chef of the term
Displays of work
Recommendation for head teacher award
Achievement ladders
Stickers
Postcards to students/parents
Treats
Competitions- SG Bake off, future chef
Visits by colleagues (to praise)
Work passed to colleagues (for additional praise /recognition)
Health and Safety Policy
The Design Technology Department regards Health and Safety as a very important aspect of
teaching in the workshop/ kitchen. Risk Assessments are regularly undertaken to ensure that
staff and pupils have a safe working environment. This Department takes as its standard the
Safety Booklet produced by the Education Authority - regarding the use of equipment and
machines. Each member of staff has a copy and should refer to it at all times and know its
constraints and apply it in full.
Regular checks are made by staff and the Technology Technician - with regards to equipment
such as:
1. Goggles being left with each machine and checked before use.
2. The use of machine guards and protective equipment / clothing.
3. Defective equipment being reported immediately to the Head of Department (Reports may be
from staff / technician or pupils).
4. It is a requirement that the teacher checks the condition of the workshop/ kitchen at the end of
each lesson so that the room is in good condition for the next member of staff and his/her pupils.
All staff and pupils follow the procedure for ending lessons, which includes the way
machines/kitchen environment should be left in a tidy and safe condition.
All staff are aware of the location of Health and Safety booklets and information such as
COSHH, risk assessments information, CLEAPSS, and in particular the Local Education
Authority Safety Booklet. Staff have attended, or are in the process of attending, Health and
Safety courses which lead to DATA core accreditation.
Health and Safety features as a regular component of Departmental meetings. Staff are required
to read the LEA Health and Safety Document and ensure that procedures for the use of all
machines/ equipment are followed.
All accidents must be recorded in the school accident book the forms can be found in student
reception
.
Risk Assessment policy
All lessons / schemes have a Risk Assessment that has been carried out by a competent and
suitably qualified technology teacher. The Department Risk Assessment System is in place,
which ensures that risk is minimised in all elements of teaching and learning in the workshop without reducing the effectiveness of lesson delivery. The procedure for drawing up Risk
Assessments is outlined below.
THE HEALTH AND SAFETY QUALITY SYSTEM
1.
2.
3.
4.
5.
FOR ACTIVITIES IN THE WORKSHOP / CLASSROOM
STAGE
GENERAL ASSESSMENT
Draw up a scheme of work
At a departmental meeting discuss health and safety issues relating
to the scheme.
As a department, write each
Each member of the department selects a lesson plan and
individual lesson plan.
evaluates it for health and safety issues.
Review both the scheme and the Look for any possible hazards
lesson plans.
Who is likely to be harmed?
Are existing safety procedures and precautions within the
workshop adequate.
How can safety procedures and precautions be improved to reduce
risk?
Record all notes relating to factors identified by staff and
modifications to existing procedures.
Discuss the elimination of risk (s). Can the risk be eliminated or reduced within acceptable limits?
(Keep notes)
How can this be achieved?
What modifications to procedures will lead to safer working
practices?
What protective clothing is required?
A suitably qualified person must Ivor Cooke will carry out the risk assessment and complete the
carry out a risk assessment of
necessary form.
each lesson and if necessary each
activity.
Regularly review all risk assessments especially if the working
environment changes in any way.
DATE
KS3 Curriculum
Course Outlines
At KS3, Design and Technology is essentially a practical based course designed to allow
students to combine skills and knowledge with an understanding of materials,
properties and processes to design and make quality products. The development of
ICT skills is integrated into all specialisms within Design and Technology and is viewed
as an essential component of the KS3 programme of study. KS3 teachers are specialists
and confident in the teaching their subject. All students experience the use of
CAD/CAM within Design and Technology.
The KS3 programme of study provides three distinct styles of activity through which
students’ develop their Design and Technology and ICT capability.
1.
2.
3.
4.
5.
Major Design and Make Tasks - eight-ten week units of work set within a specified
context and designed to provide students with the opportunity to work with a specific
material or group of materials to develop a quality product to meet an identified need.
Minor Designing and Making Task - units of work of up to four weeks, focusing on the
development of material specific making skills or subject knowledge and
understanding.
Skill Acquisition Tasks - units of work of up to four weeks, focusing on the
development of generic, non-material specific designing and making skills.
KS3 Group Structure
KS3 groups are mixed gender and mixed ability and contain between 18–20 students.
Key Stage 3 D&T is allocated 1-2 hours per 2 week cycle. Each KS3 group is allocated a
will complete half a year in both subject areas.
KS3 students have lunchtime and after school access to the E2 during lunchtimes and
after school 2 days per week.
Lunchtime and after school additional support sessions are a regular feature in D&T.
D&T deliver a range of after school activites such as ‘Let’s get cooking’ , future chef,
RM club .
KS4 Curriculum
KS4
KS4 students are offered the following courses to GCSE:
AQA Resistant Materials
WJEC Catering
All examination groups are taught by specialist teachers, in mixed ability, mixed gender groups of
18 –22 students.
In Year 10 the timetabled allocation is 5 X 1 hour sessions per 2-week cycle.
In Year 11 the timetabled allocation is 5 X 1 Hour sessions per 2-week cycle.
1.
GCSE students have free access to D&T facilities during lunchtimes and after school.
2.Structured sessions and AIT are provided for students failing to achieve their target grades and
additional monitoring procedures implemented.
3.
Controlled Assessment study support sessions are available at specific times throughout the
year after school, half-term and Easter. G&T sessions are also structured to support those
students aspiring to achieve the highest grades.
4.
5.
Departmental Meeting
program.
Communication in the Technology Department is through a number of methods, both
formal and informal. Departmental meetings are held regularly and these have full
agendas and are minuted in detail (please see department calendar for dates). All staff
have the opportunity to raise any points/issues. All Departmental minutes are passed
on to members of the Department, as well as the Assistant Head , Director of
Enrichment and Spirituality and Head Teacher.
The members of the Department regularly discuss educational and Departmental
issues informally and although these are not minute they are of equal value and often
points discussed are often found on Departmental minutes at a later date where they
are discussed extensively.
1.Emails
are used regularly as an official way of passing information to other members
of the Department.
2.
3.
Staff Appraisals
Members of the department will be appraised each year. In term one a meeting will be
held between the head of department and individual staff. This meeting will be
concerned with a review of the previous years targets and the setting of new targets.
Staff will negotiate three targets, one should be linked to academic achievement.
4.
During term two a lesson observation will take place with staff providing a detailed
lesson plan with aims and objectives clearly stated. A meeting in the second/third
term (as soon as possible after the lesson observation) will concentrate on
professional development, an informal review of the year, a progress report and most
5.
importantly - a review of the observed lesson.
All meetings and lessons observations will be recorded on paper. Staff will be given
photocopies of records.
Departmental Calendar
September
11th- Cluster meeting
18th- Department meeting
October
9th-Cluster meeting
16th- Department meeting
24th- Year 11 parents evening
1.
2.
3.
4.
5.
November
7th- Year 10 parents Evening
11th- Progress point 1
15th – VP Deadline
18th – Year 11 Practical Catering exam
20th – Monitoring and Action
December
4th – Department Meeting
13th – College Bake off final
11thDepartment Meeting
12th- Christmas show – mince pies
January
8th – Cluster meeting
15th – department meeting
22nd-Cluster Meeting
27th Progress Point 2
29th Department Meeting
31st VP deadline
February
5th- Monitoring and Action
24th -Year 10 Practical exams
March
5th-Department meeting
12th- Department meeting
24th- Progress Point
26th Department meeting
28th –VP deadline
April
7th- Monitoring and Action
11th- Department Meeting
15th – VP Deadline
20th – Cluster Meeting
May
7th –Staff Meeting
14th – Department Meeting
June
2nd – KS3 exams
8th – Cluster meeting
15th – department meeting
22nd-staff Meeting
27th Progress Point 2
29th Department Meeting
31st VP deadline
27th – kS3 Data submitted
July
2nd- Monitoring and Action
3rd – Prize Giving
9th – Staff Meeting
16th Department Meeting

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