Design & Technology Policy
St Peter’s RC Primary School
Design Technology Policy
- Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
- Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
- Critique, evaluate and test their ideas and products and the work of others.
- Understand and apply the principles of nutrition and learn how to cook.
- 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
- 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
The Foundation Stage:
We encourage creative work in our expanding Reception class, as this is part of the Foundation Stage Curriculum. We relate the creative development of the children to the objectives set out in the Foundation Stage Assessment, which underpin the curriculum planning.
The children’s learning includes art, music, dance, role-play and imaginative play. The range of experience encourages children to make connections between one area of learning and another and so extends their understanding.
Setting the children’s learning in a brand new Foundation Stage area, we provide a rich environment in which we encourage and value creativity. Children experience a wide range of activities that they respond to, using the various senses. The activities that they take part in are imaginative and enjoyable.
Teaching and Learning:
Design Technology activities are taught in a variety of ways across St Peter’s RC Primary School, sometimes in blocks of taught time, as part of a topic, or in short skills-based activities where necessary. Design Technology has relevance across the curriculum and links with other subjects throughout the school. For example, most of our Design Technology has been incorporated into St Peter’s long-term planning of History and Geography topics. These links can be seen on our whole-school planning grids.
Breadth and balance:
We will ensure that in any key stage the activities of drawing, painting, printmaking, collage, sculpture, textiles, 3D design and digital media are covered. We will ensure that pupils will develop their creative ideas in both expressive and craft design contexts and that their work will be informed by visual investigation from direct observation and other reference materials.
The study of the work of artists, craftspeople and designers from the locality, the past and present and a variety of cultures will be an integral part of practical art and design activities.
By the end of Key Stage 1, the performance of the great majority of the pupils should be within the range of levels 1 to 3. Most pupils are expected to achieve level 2.
By the end of Year 4, the performance of the great majority of pupils should be in the range of levels 1 to 4. Most pupils are expected to achieve level 3.
By the end of Key Stage 2, the performance of the great majority of the pupils should be within the range of levels 3 to 5. Most pupils are expected to achieve level 4.
Assessment and recording:
Assessment is based on a combination of teacher assessment, peer assessment and pupil self-assessment. Each term, all pupils’ records are updated and this should be used to inform the End of Year Reports, which give a numbered grade for ‘Effort’ and ‘Achievement’.
Beginning September 2014, Design Technology subject leader will keep evidence of the children’s work (one higher, one middle and one lower level) in a portfolio each academic year. This will be used to demonstrate what the expected level of achievement is in Design Technology in each year of St Peter’s.
We recognise the fact that we have children of differing ability in all our classes, and so we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies that are essential to developing a more inclusive curriculum:
- Setting common tasks that are open-ended and can have a variety of
- Setting tasks of increasing difficulty where not all children complete all tasks;
- Providing a range of challenges with different resources;
- Using additional adults to support the work of individual children or small groups.
- ICT programmes and appropriate tools and equipment are provided to ensure that all pupils have sufficient access to the Design Technology curriculum.
- Ensuring that children with Special Educational Needs will be given an equal opportunity to study Design Technology. These children will be provided with all of the necessary materials to succeed and be inspired, supported by their 1-1 support where necessary.
The role of parents and carers:
Parents and carers are encouraged to be involved with their pupils’ learning through looking at Design Technology displays, and viewing and commenting on any work that has been added to St Peter’s school website.
Curriculum plans, samples of pupils’ work, classroom displays and discussions with staff will be used by the Design Technology Leader to evaluate the quality of the art and design curriculum in the school.