Design and Technology Policy Enjoy and Achieve DT Coordinator Reviewed April 2014

Rationale At William Reynolds Primary School and Nursery we believe that Design and Technology is important because it encourages pupils to learn to think and intervene creatively to solve problems both as individuals and as members of a team. Children develop technical understanding and making skills, learn about design methods and investigate their environment and the materials around them.

“The nature of design and technology is such that it should provide opportunities for pupils to engage in activities that are challenging, relevant and motivating. This should give pupils enjoyment, satisfaction and a sense of purpose.” (DATA Primary Guidance, p4)

Aims At William Reynolds Primary School and Nursery we aim to offer opportunities for children to  develop imaginative thinking in children and to enable them to talk about what they like and dislike when designing and making.  to enable children to talk about how things work, and to draw and model their ideas.  to encourage children to select appropriate tools and techniques for making a product, whilst following safe procedures.  to explore attitudes towards the made world and how we live and work within it.  to develop an understanding of technological processes, products, and their manufacture, and their contribution to our society.  to foster enjoyment, satisfaction and purpose in designing and making.  to understand and apply the principles of a healthy diet.  to understand where food comes from and the issues of seasonality.

Knowledge and understanding All pupils are encouraged to  Generate ideas through discussion and experimentation  Extend knowledge and understanding of a wide range of materials, including construction kits, textiles, food, wood, plastic, and reclaimed/junk materials.  Work within groups and as individuals.  Make use of drawings and models to communicate their ideas.  Evaluate their work and identify strengths and weaknesses in a positive way.  Experiment with simple components, mechanisms and structures. 2

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Learn about health and safety aspects when working with a variety of materials and tools. Consider risk to themselves and to others and build up a knowledge and understanding of the dangers inherent in certain products and tools. Experience design technology through off-site visits, where practicable, in order to see technology used in a real environment.

Role of the Subject Leader The role of the subject leader is to;  advise and support staff in planning teaching and learning of design and technology  monitor teachers’ planning as part of on-going subject monitoring and evaluation of practice  use feedback from monitoring to develop an action plan for Design and Technology with realistic and developmental targets  audit, identify, purchase and organise all art resources, ensuring they are readily available and well maintained  document and review the agreed ways of working through a written policy document and scheme of work  compile a portfolio of children's Design and Technology work to evidence progression and examples of good practice for staff to refer to  keep up-to-date on the use of Design and Technology in the curriculum  promote Design and Technology throughout the school

Teaching and Learning The Foundation Stage

The different aspects of the arts and design are encompassed within Creative Development in the Foundation Stage Curriculum, however elements can also be found in other areas of learning (Understanding the world, Physical development, Literacy and Mathematics). This curriculum lends itself to an integrated approach to learning. Nursery and Reception teachers plan quality learning opportunities for art and design using the Early Years Curriculum. There is an emphasis on independence and selfinitiated learning, which enables foundation stage children to freely explore resources and pursue their own creative interests and talents in addition to the planned learning experiences. (Appendix 1- Foundation Stage Areas of Development that support/link to the teaching of Design and Technology)

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Key Stages 1 and 2

Staff use a variety of teaching and learning styles in design and technology lessons. The principal aims are to develop children’s knowledge, skills and understanding in design and technology and food preparation. Teachers ensure that the children apply their knowledge and understanding when developing ideas, planning and making products, and then evaluating them. This is done through a mixture of whole-class teaching and individual or group activities. Within lessons, children are given the opportunity both to work on their own and to collaborate with others, listening to other children’s ideas and treating these with respect. Children 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. Appendix 4, Key Skills Progression, will support teachers with levelling children’s ability in Design and Technology.

Knowledge and Understanding The National Curriculum emphasises that it is important for the children to gain knowledge and understanding of how artists and craftspeople go about their work. (see ‘Programme of Study’ Appendix 2). The children need to be exposed to the work of artists and craftspeople, and some of this information can be recorded in their sketchbook.

Resources Primary resources e.g materials, sewing equipment and construction kits are stored centrally in the DT corridor outside the ICT suite. It is important to ensure that resources are labelled, tidy and ready for use. There is a DT cupboard located in each Key Stage which contains the saws, drills and other controlled tools and equipment. In KS1 this is located in the Courtyard area and in KS2 it is in DT corridor outside the ICT suite. Keys for both cupboards are held in the main office. Cooking equipment is stored in the dedicated cooking areas in Foundation Stage which also contains a fixed cooker. In KS2 there are three mobile trolleys equipped with small cookers and a range of equipment and utensils which are designed to be taken into classrooms to be used. These are stored in the cupboard in the back of the ICT suite.

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Use of I.C.T Information and communication technology enhances the teaching of design and technology, wherever appropriate, in all key stages. Children use software to enhance their skills in designing and making things. The children also use ICT to collect information and to present their designs through a range of design and presentation software.

Health and safety Health and safety is important, particularly when working with tools, equipment and resources. Children should be given suitable instruction on the operation of all equipment before being allowed to work with it. Children need to be taught how to  use tools and equipment correctly  recognise hazards and risk control 

Children should be  strictly supervised in their use of equipment at all times.  taught to respect the equipment they are using and to keep it stored safely while not in use.  taught to recognise and consider hazards and risks and to take action to control these risks, having followed simple instructions. Food Hygiene  Pupils and staff will take care to undertake appropriate hand washing and other hygiene related activities prior to preparing food.  Pupils and staff working with food must wear aprons designated for cooking.  Painting equipment must not be washed up or used in the sink in the medical room.  All jewellery should be removed and hair tied back. Glue Guns  Key Stage 2 children should use low temperature glue guns under supervision in a designated work area, wearing safety goggles. Craft Knives  Key Stage 2 children may use cutting equipment under supervision, using a cutting mat and wearing safety goggles. 5

Sawing  Bench hooks and clamps must be used when sawing any material.  Safety goggles must be worn and any loose items of clothing/hair must be tucked in. Risk assessments are carried out by the class teacher for activities where a risk assessment is deemed appropriate. The risk assessment is completed using the school’s proformas, which requires the signature of the Headteacher or Health and Safety Representative. Completed Risk Assessment Forms are completed for some activities. (See Risk Assessment Folder)

Equal opportunities Equal opportunities are considered when we decide upon the resources we provide and the teaching strategies we employ. In our curriculum planning we ensure that all children, with due respect to their culture, religion and background, have equal access to all areas of the curriculum, extra curricular activities, all areas of the grounds, equipment and resources, the staff, and time to contribute to the whole class and group work.

Differentiation The teaching of Design and Technology needs to take into account the varied abilities, attitudes and individual needs of the children. 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 where not all children complete all tasks  grouping children by ability and setting different tasks for each group (see Appendix 3, Attainment targets in Design and Technology)  providing a range of challenges through the provision of different resources  using additional adults to support the work of individual children or small groups We give children 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.

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Inclusion Lessons and activities are planned to include all children by using a range of approaches. This includes: questioning, use of equipment, and mixed ability grouping to enable children to offer peer support. Lessons are planned to facilitate the identification of children at either end of the ability range within each class. The Disability Discrimination Act (2006) requires schools to promote equality of opportunity for all pupils. As a school we have done this through improving the learning environment to increase the extent to which disabled pupils can participate and take advantage of the design and technology curriculum both inside and outside school.

Assessment and recording We assess children’s work in design and technology by making informal judgements as we observe them during each art lesson. On completion of a piece of work, the teacher responds to children’s work, identifying areas for development. At the end of each year a written report is given to parents about their child’s achievements in design and technology. (Appendix 4 – Key Skills Progression, support teachers in levelling children’s ability in Design and Technology)

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Appendix 1 Foundation Stage Areas of Development that support/link to the teaching of Design and Technology

22-36 months

30-50 months

Understanding the world

Expressive Art and Design

Technology

The world

Operates mechanical toys, e.g. turns the knob on a windup toy or pulls back on a friction car.

Notices detailed features of objects in their environment.

Exploring Media and Materials Experiments with blocks, colours and marks

Shows an interest in technological toys with knobs or pulleys, or real objects such as cameras or mobile phones.

Talks about why things happen and how things work.

Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images. 40-60 months

Early Learning Goals

Beginning to describe the texture of things

Developing preferences for forms of expression Captures experiences and responses with a range of media such as music, dance and paint and other materials or words

Initiates drawing simple shapes such as circles and lines Draws lines and circles using gross motor movements Uses one-handed tools and equipment e.g. makes snips in paper with child scissors

Literacy

Mathematics

Writing

Shape, space and measure Notices simple shapes and patterns in pictures

Distinguishes between the different marks they make

Sometimes gives meaning to marks as they draw and paint

Shows interest in shape and space by playing with shapes and making arrangements with objects Beginning to talk about the shapes of everyday objects eg. Round, and tall

Realises tools can be used for a purpose Looks closely at similarities, differences, patterns and change.

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

Understands that they can use lines to enclose a space and then begin to use these shapes to represent objects

Being Imaginative Beginning to use representation to communicate e.g. drawing a line and saying ‘That’s me’

Physical Development Moving and Handling Shows control in holding and using jugs to pour, hammers, books and mark making tools

Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another.

Uses simple tools and techniques competently and appropriately

Children safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Create simple representations of events, people and objects

Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

Uses simple tools to effect changes to materials. Handles tools, objects, construction and malleable materials safely and with increasing control. movement and retrace vertical lines Children show good control and co-ordination in large and small movements. They handle equipment and tools effectively, including pencils for writing.

Gives meaning to marks they make as they draw, write and paint. .

Uses familiar objects and common shapes to create and recreate patterns and build models

Children recognise, create and describe patterns.

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Appendix 2 Programme of Study for Design and Technology 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  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 Make  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 Evaluate  explore and evaluate a range of existing products  evaluate their ideas and products against design criteria Technical knowledge  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.

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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: Design  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 Make  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 Evaluate  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 Technical knowledge  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.

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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.

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Appendix 3 Attainment target for design and technology Level 1 Pupils generate ideas and recognise characteristics of familiar products. Their plans show that, with help, they can put their ideas into practice. They use pictures and words to describe what they want to do. They explain what they are making and which tools they are using. They use tools and materials with help, where needed. They talk about their own and other people’s work in simple terms and describe how a product works. Level 2 Pupils generate ideas and plan what to do next, based on their experience of working with materials and components. They use models, pictures and words to describe their designs. They select appropriate tools, techniques and materials, explaining their choices. They use tools and assemble, join and combine materials and components in a variety of ways. They recognise what they have done well as their work progresses, and suggest things they could do better in the future. Level 3 Pupils generate ideas and recognise that their designs have to meet a range of different needs. They make realistic plans for achieving their aims. They clarify ideas when asked and use words, labelled sketches and models to communicate the details of their designs. They think ahead about the order of their work, choosing appropriate tools, equipment, materials, components and techniques. They use tools and equipment with some accuracy to cut and shape materials and to put together components. They identify where evaluation of the design and make process and their products has led to improvements. Level 4 Pupils generate ideas by collecting and using information. They take users’ views into account and produce step-by-step plans. They communicate alternative ideas using words, labelled sketches and models, showing that they are aware of constraints. They work with a variety of materials and components with some accuracy, paying attention to quality of finish and to function. They select and work with a range of tools and equipment. They reflect on their designs as they develop, bearing in mind the way the product will be used. They identify what is working well and what could be improved.

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Level 5 Pupils draw on and use various sources of information. They clarify their ideas through discussion, drawing and modelling. They use their understanding of the characteristics of familiar products when developing and communicating their own ideas. They work from their own detailed plans, modifying them where appropriate. They work with a range of tools, materials, equipment, components and processes with some precision. They check their work as it develops and modify their approach in the light of progress. They test and evaluate their products, showing that they understand the situations in which their designs will have to function and are aware of resources as a constraint. They evaluate their products and their use of information sources.

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Appendix 4 Key Skills Progression for Design and Technology Level Lower level 1

Upper Level 1

Lower Level 2

Upper Level 2

Lower Level 3

Upper Level 3

Lower Level 4

Essential skills and Knowledge With support, I can build a model from reclaimed materials I can construct models mainly from one type of kit, following instructions or plans I can join constructions kit components together and combine them with other materials I can construct a model home, incorporating the main features of windows and doors I can incorporate some type of movement into my model I can show an understanding of different types of buildings and their main features I can easily identify what is, and what is not, working well with my model I have a basic understanding of structures to make my models strong and stable I can add more details and features to a construction (eg stairs, interior rooms, cut out windows, curtains, gutters) and be able to say why they have included them I can make a winding mechanism from construction kits With support, I can create an object such as a puppet by gluing two pieces of fabric together and adding features, using appropriate materials and techniques I can construct mechanisms by using construction kits and reclaimed materials After clarifying ideas through discussion, I have gained an understanding of how simple mechanisms related to moving vehicles work I select the right tools, techniques and materials and explain why I have chosen them I can make a wheeled vehicle that moves and which generally matches my design intention With minimal guidance, I can work with increasing care and accuracy, using the tools and techniques shown to me I can create a working model which matches my design intention, after having made judgements about what I want the design to do I can identify how well an object such as a puppet works in relation to simple design criteria I know that most packaging can be unfolded to form a net I can prepare a snack and discuss how it meets a given purpose With support, I can work with others to create a model with a moving part controlled by a pneumatic system I can investigate a commercially made package and can recognise how such packages are assembled I can make mock ups of my ideas before measuring, marking out, cutting and assembling with some accuracy I can produce labelled diagrams of ideas to be made at a later time I consider a greater range of ways of making a structure stable, and can justify my choices I can identify what is not working well with my chosen designs and suggest at least one modification I can evaluate my structures in relation to my design criteria I can gather and use information to generate a number of ideas and select

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Upper Level 4

Lower Level 5

one design for making a musical instrument I can use my experiences of food ingredients and cooking methods to help generate ideas I can produce sketches and step by step plans and identify tools and materials I can evaluate critically both the appearance and the function of a product against my original specifications I can work independently and systematically to design and make a product of high quality, drawing on evaluations of existing products and trialling my own ideas I can design and make a well finished working model that incorporates a motor by which I can control the speed and direction of the movement I can analyse possible designs in some depth against the design criteria, displaying my awareness of constraints and the implication of changes I can produce a working model which can rotate at different speeds and may include other rotating mechanisms I use a range of ways of seeking the views of intended users of my product (market research) I have developed criteria for judging the value of my own work and ideas or the work and ideas of others I use my understanding of the characteristics of familiar products when developing and communicating my ideas I communicate a range of different designs, aware of the constraints of some ideas

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