Leigh Sacred Heart Catholic Primary School
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Leigh Sacred Heart Catholic Primary School D & T Policy |
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INTRODUCTION
STATEMENT OF INTENT
This policy has due regard to statutory framework including, but not limited to, the following:
At Sacred Heart, Design and Technology will provide our children with a real life context for learning, inspired by their history and geography themes to enable them to create a range of structures, mechanisms, textiles, electrical systems and food products with a real life purpose. Our children will experience a broad range of designing and making activities which involve a variety of methods of communication; speaking, designing, drawing, assembling, making, writing, using computer technology and evaluating. We want our children to see Design and Technology as a way of converting their ideas and raw materials into products that they can use in everyday life. We want them to appreciate that everything around them has been designed and made, from the bridge they use to walk over the canal to the ruler in their hand.
Subject Leaders responsibilities include:
Design Technology is predominantly taught following a cross curricular approach, but based mainly on each year group’s history and geography topics. The teaching of Design Technology across the school follows the DfE (2013) ‘The National Curriculum in England’, ‘Design Technology programmes of study: key stages 1 and 2’. Teachers utilise ideas from the Design and Technology Association's 'Projects On A Page' documents.
Whenever possible, we endeavour to teach using a cross curricular approach in order to make learning meaningful for the children. It draws upon subject knowledge and skills within Mathematics, Science, History, Computing and Art.
Assessment of children's learning in Design Technology is an ongoing monitoring of children's understanding, knowledge and skills by the class teacher, throughout lessons. This assessment is then used to inform differentiation, support and challenge required by the children. Summative assessments (via O Track) are completed at the end of the school year by class teachers across each year group of the school to inform the subject leader of progress or skills and knowledge still to be embedded. This is recorded and passed on to the next teacher and subject leader. Design Technology is also monitored by the subject leader throughout the year in the form of project monitoring, looking at outcomes and pupil interviews to discuss their learning and understanding and establish the impact of the teaching taking place.
Over an academic year, each year group will complete at least 3 Design and Technology projects. The Project on a Page document ensures sufficient coverage in each key stage in line with the national curriculum and progression of key skills. Opportunities are given for children to revisit concepts and practice key skills throughout their time in school. All teaching of Design and Technology follows the design, make and evaluate cycle. When designing and making, the children are taught to: Recall Prior Learning Design
Make
Evaluate
Each stage is rooted in technical knowledge. The design process is rooted in real life, relevant contexts to give meaning to learning. Children design products with a purpose in mind and an intended user of the products. Food technology is implemented across the school with children developing an understanding of where food comes from, the importance of a varied and healthy diet and how to prepare this. Design and Technology is an inspiring, rigorous and practical subject, requiring curiosity, creativity, collaborative working, resourcefulness, and imagination. Pupils design and make products that solve real and relevant problems within a variety of contexts. Children learn to take risks, be reflective, innovative, enterprising and resilient. Through the evaluation of past and present technology they can reflect upon the impact of Design Technology on everyday life and the wider world. Early Years Foundation Stage - Design Technology starts in the EYFS. Children are supported in the development of skills, knowledge and understanding that help them make sense of the world. We relate the development of the children’s knowledge and understanding of the world to the objectives set out in The Early Years Foundation Stage curriculum and the Early Learning Goals. Even though we are a one and a half form entry school, and have some mixed year group classes, we believe that each year group is entitled to a curriculum specific to their skills, knowledge and understanding of the year group. Across the school, long and medium term plans have been developed by teachers, working in year group teams across the school. Individual teachers, working from the long and medium term plans, then create short term plans for his or her individual class. Here at Sacred Heart we feel very fortunate to have on our staff TAs and HLTAs who have specific skills, knowledge and understanding in the subject of Design and Technology, such as textiles and food technology. We feel that their expertise enhances our delivery of the Design and Technology curriculum.
Design and Technology is well resourced within school. There are a wide range of tools and materials for the children to utilise safely, and these are stored within the DT area in the KS2 department. Further supplementary and perishable resources (eg. ingredients for cooking units) are purchased or contributed through parental donations when appropriate.
Whole school policy on equal opportunities will be adhered to in Design and Technology activities. Teachers ensure that children have access to the range of Design and Technology activities and use opportunities within Design and Technology to challenge stereotypes. Children are encouraged and supported to develop their Design and Technology capability using a range of materials. Children with special needs or disabilities will be differentiated for and supported appropriately, to ensure development of skills and equal access to the Design and Technology curriculum. All children will be supported through differentiation, adaptation or adult support, to enable equal access to learning in Design and Technology. We have a number of TAs and HLTAs, who have specific expertise in Design and Technology, who are always available to support our children with additional needs.
We encourage all parents and carers to support and assist with whole school events and Design and Technology projects.
The effectiveness of this policy will be monitored continually by the head teacher. Any necessary amendments may be made immediately. This policy is reviewed by the Design Technology subject leader and the SLT.
Date: March 2022 Review Date: March 2023 |