Design and Technology Policy
Design and Technology gives children the opportunity to design, make and evaluate a product encouraging the use of creativity and imagination.
- To promote confidence, success and independence of thought when designing and making their products.
- To develop their creative and practical skills.
- To give assignments in which children develop and practise particular skills and knowledge, in order to design and make high quality prototypes and products for a wide range of users.
- To provide opportunities in which children can investigate, evaluate and test their products and work of others.
- To work with a range of materials and components.
- To understand how mechanics and control systems can be used and how they can be adapted.
- To give knowledge and understanding of quality, health and safety and new vocabulary.
- To understand and apply the principles of nutrition and how to cook.
- Children will be encouraged to be concerned with their own and others safety at all times.
- Safe practise is uppermost in the use of cookers.
- Sharp instruments (e.g. scissors) are discussed and instructions are given.
Equal opportunities and inclusions
- All children are given access to a broad and balanced design & technology curriculum regardless of gender, ability, race or religion.
- Provision will be made for individual needs and IEP’s
- Equal opportunities are provided for boys and girls, also for children with special needs, those who are talented or gifted and children from different cultural backgrounds.
- Children with English as an additional language (E.A.L.) will be given access to additional resources and teaching to support their learning and to ensure they make maximum progress from their individual starting points.
- A feeling of self worth will be engendered throughout the activities.
Children with special needs will be identified and work within their individual level. If needed, they will have an IEP and work with support under the direction of the class teacher.
Children in the Foundation Stage have their attainment on entry assessed by observations and their progress is tracked and monitored through the use of Early Years Outcomes throughout Nursery and Reception. The Foundation Stage profile will indicate if children are reaching expected levels by the end of Reception and will be used in transition into Key Stage 1.
In Key Stage 1 children will be graded according to work produced, observations and discussions. Assessments will be highlighted onto Seaton Academy Assessment Performance Descriptors.
Enrichment/Extension activities for More Able Children
- To identify pupils showing particular talents.
- To establish challenging targets for pupils within lessons.
- To modify schemes of work to develop children further.
- To evaluate progress and adapt targets accordingly.
- To encourage self review.
- To develop children’s performance, motivation and self esteem.
Opportunities to Increase Children’s Learning by:
- Encouraging investigation of products.
- Extending range of materials used.
- Generating more advanced ideas through discussion.
- Developing more advanced techniques.
Improve Quality of Finished Product:
- Developing ability to reflect on and improve their skills.
- Comparing their finished products.
- Developing detailed evaluations leading to appropriate testing of the product.
- Implementing identified improvements.
Health and Safety
- All aspects of this policy and practice are carried out with regard to our health and safety procedures.
- All relevant risk assessments should be read in conjunction with this policy.
- Effective from: January 2019 review January 2021