TECHNOLOGY AND DESIGN

INTRODUCTION

State here the contribution the subject makes to the school curriculum as a whole, for example:

• the curriculum of the school in terms of the physical, intellectual, social and spiritual/moral development of the pupils;



• the development of whole school issues as detailed in the current School Improvement Programme initiative.

State here your intention to review the policy, the frequency of the review and the basis for any changes that might be made, for example

• any statutory changes to the subject Technology and Design;



• changes in staffing and as a consequence expertise;



• changes to working enviroments and resources;



• the emergence of new technologies;



• changes and availability of syllabusses;



• directives from school management;



• directives from statutory curriculum bodies.

Ensure that the policy is seen as supporting the whole school policy.

PHILOSOPHY

Say something here about how technology is viewed in terms of its importance in society, the school and for the development of pupils' capabilities etc

At any school the strive for quality is encouraged during the production of artifacts and systems. Technology is about applying the appropriate knowledge and skills in order to:

• develop a range of competences;



• extend pupils' range of personal practical skills;



• allow pupils to display flair and creativity;



• enable pupils to critically evaluate everyday products and systems;



• acknowledge and gain from the experiences of others (EMU);



• capitalise on the knowledge and skills from other subject areas;



• engage pupils in problem solving;



• develop pupils' ability to work collaboratively;



• reinforce core communication skills;

TEACHING STAFF

List the names of members of staff in your department, their subject background, qualifications, any retraining undertaken or proposed and any special areas of expertise that they can offer.

OTHER SUPPORT STAFF

You should name technician staff with the same level of detail as your teaching staff.

PROFESSIONAL DEVELOPMENT AND IN SERVICE TRAINING

State here the approach taken in arranging for appropriate inset for staff, for example:

Training needs are identified in consultation with the Principal, and where the Principal is in agreement, staff are released for courses relating to:

• Curriculum change;



• Health and Safety;



• Whole school issues;
  
  
• Personal professional development;
  

CURRENT STATUS OF WORKING ENVIRONMENT AND RESOURCES

Outline the current provision of rooms and resources together with any proposed additions with a timetable for their completion, for example

The subject is currently taught in a recently refurbished technology block which comprises:

• one manufacturing room;?



• one systems room;?



• one planning area.?

In addition, these rooms are serviced from associated stores. Equipment is sufficient to meet the demands of the Programme of Study at Key Stage 3 and the outline Programme of Study at Key Stage 4.

The building of a new technology block is planned for the year..........and will effectively increase the provision to include:

• an additional manufacturing area;



• an additional systems room.

The A Level provision means a constant appraisal of the resource needs in terms of specialist resources. The increasing emphasis on IT at all levels is creating a demand for computer hardware and new software to teach :

• graphics;



• computer control;



• modelling;



• CAD / CAE.

BROADER AIMS OF TECHNOLOGY / SCHOOL

List the broader aims ensuring that they take account of the whole school aims, for example:

In line with the school's general aims the technology department endeavours to:

• promote personal independence;



• encourage pupils to express individual needs and targets and to assist them in making informed judgements and decisions;



• develop personal and interpersonal skills and the ability to make contributions within collaborative tasks;



• enhance self esteem and personal values;



• provide opportunities for investigation, problem solving and decision making;



• promote creative thinking;



• develop a comprehensive range of communication skills.

SPECIFIC AIMS WITHIN TECHNOLOGY

You may wish to state board aims here

The department aims to provide an imaginative programme where pupils are encouraged to contribute to discussion, engage in personal and collaborative tasks and to use knowledge and skills from across the curriculum. The department aims to develop in pupils an awareness of the importance of technology to society's wealth and wellbeing. The pupils will be encouraged to:

• consider the needs of others



• consider new opportunities for products which help raise the "quality of life"



• develop intellectual and practical skills which enable them to become confident in their approach to increasingly demanding tasks.

You might use the original proposals for technology and design as a basis for the aims here.

PROGRAMME FOR PUPILS' DEVELOPMENT

You should make reference to the Programme of Study. In addition, the types of tasks, the range of teaching strategies to be used, assessment and differentiation should be addressed.

The new Programme of Study for Key Stage 3 outlines and establishes the elements to be taught. The key activity within technology and design is designing. By providing pupils with opportunities for making a diverse range of products they are able to consider all the issues relating to product design.

The skills and elements to be taught are described in the Programme of Study as:

• designing



• communicating



• manufacturing



• energy and control

In order for pupils to develop specific areas of knowledge and skills from these elements, focused tasks are used either as stand alone tasks or where appropriate as elements of teaching within units of work. (see detailed scheme) Units of work are designed to progress from areas which are familiar to pupils to those later in the key stage which are new or less familiar thus making greater demands in terms of knowledge and skills.

TEACHING STRATEGIES

In line with government guidance technology and design at is delivered mainly through practical work

The subject is delivered by a range of teaching strategies including:

• class discussion;



• negotiation;



• demonstration;



• pupils' practical sessions;



• investigations;



• information searches;



• industrial visits;



• evaluation of former pupils' exemplars;



• etc

MEANS OF ASSESSMENT (Essential Principles)

You should indicate how your department assesses and records the achievement of the pupils, the sources and nature of the evidence, how your procedures supports whole school policy and how the information is subsequently used.

The department adheres to and supports the general school policy for assessment. However in order to arrive at a more complete description of a pupil's technological capability it is department policy to:

• assess specific skills and knowledge on the basis of evidence from focused tasks associated with the elements listed;



• assess technological capability on the basis of evidence from units of work

It is proposed to develop individual pupil and class records in line with the structure of the new programme of study for Key Stage 3.

DIFFERENTIATION

You should outline here the strategies to be employed in allowing children at all levels to show positive achievement and progression.

HEALTH & SAFETY

The information relating to documentation and department procedures should be clearly set out here, for example:

In all respects the department works within the framework of the SEELB health and safety policy.

The Department adheres closely to all current statutory documents including DE guidelines No 10 (1991). Where additional machine specific guidelines are issued by DE, copies are given to each member of department.

The workshop, systems room and all associated stores comply with all essential warning and prohibition signs which are reviewed and where necessary updated.

It is the policy of the department to review changes as demanded by the siting of new equipment and changes to statutory standards.

In collaboration with the South Eastern Education and Library Board it is proposed that in future, annual audits be carried out in order to establish:

• the condition of machines;
  
  
• the condition of the working environment;



• staff awareness of current health and safety legislation;



• an up to date record of the servicing of resources;



• an up to date record of essential inservice courses relating to health and safety;



• an up to date record of essential courses relating to first aid.

SPECIAL EDUCATIONAL NEEDS

You might indicate the links within the school

The department works closely with the special needs co-ordinator in order to:

• identify the particular needs of the pupils;



• ensure the consideration of new and emerging teaching strategies;



• ensure appropriate working environment;



• determine the appropriateness of written resources;



• target the tasks appropriately;



• ensure the continuity of learning across subjects.

LINKS WITH OTHER SUBJECTS

Explain the formal and informal arrangements with other subject areas which develop skills that can be used and reinforced in technology and design. There should be an emphasis on the obvious link with science in the area of study.

Technology in the curriculum affords real contexts within which the use of skills and concepts from other subjects can be realised. Every opportunity will be taken to demonstrate the relevance of these cross curricular skills and as a consequence the holistic nature of the subject.

Links with other subjects are considered, not only on the basis of content, but also in terms of:

• common vocabulary;



• common skills;



• common resources;



• common themes and topics;



• teaching strategies.

EXAMINATIONS

You should indicate the external examination boards currently used by your department.
Visit examples of GCSE work.

It is important that the information in your policy reflects the current state of affairs. Do state any proposals for changes to your curriculum, resources and environment, since these form an important basis for your regular reviews.