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Newtown C. E. Primary School
Design and Technology Policy
A Design and Technology policy
Introduction and rationale
At Newtown school, we firmly believe that Design and Technology must play a central role in
every child’s education. The reasons we feel as enthused, exited and committed to Design and
Technology as such an important subject are outlined below. These reasons are taken and
adapted from The National Curriculum 2000 and The Outcomes document for Every Child
Matters 2005.
"Design and technology prepares pupils to participate in tomorrow's rapidly changing
technologies".
This means that at Newtown CE Primary School we will keep pupils up-to-date and make pupils
aware of technological change.
"All pupils learn to think and intervene creatively to improve quality of life. When
involved in food technology they are aware of the importance of healthy lifestyles."
This means that at Newtown CE Primary School, pupils will undertake projects which seek to
improve elements of our culture/society/physical environment. This could mean making a more
nutritious or healthy product, arm band reflectors to walk home in the dark, products for the
younger children such as soft toys or a purse to keep dinner money safe.
"The subject calls for pupils to become autonomous and creative problem solvers, as
individuals and members of a team".
This means that at Newtown CE Primary School pupils, after guidance and skills teaching, must
make some decisions for themselves and work on individual and group projects where they will
extend and develop their positive relationships and choose not to discriminate.
"Pupils must look for needs, wants and opportunities and respond to them by developing a
range of ideas and making products and systems".
This means that at Newtown CE Primary School pupils discuss design opportunities in
society/home/locality/school. Teachers know that the more real the project the more
motivating the project is. Teachers will deliver projects which the pupils are interested in.
Through Design and Technology all pupils will be able to develop skills that support the
development of emotional health.
This means that at Newtown CE Primary School, in conjunction with the “I can do it” programme,
children will be given opportunities to develop skills of perseverance, confidence, getting along
and being organised through a variety of design and technology projects.
"Through design and technology, all pupils can become discriminating and informed users
of products, and become innovators".
This means that at Newtown CE Primary School Pupils will be given opportunities to review
existing products and associated advertising/marketing. To encourage innovation, pupils' eyes
will be opened to different design strategies, brainstorming, preference charts and surveys.
Pupils will be given skills building activities and projects which ask them to put materials and
ideas together in unusual ways so as to come up with new products.
R.Higgins 1 June 2006.
Newtown C. E. Primary School
Design and Technology Policy
Design and Technology allows all pupils to become aware of how to stay safe.
This means that at Newtown School children will become well informed about the key risks to
their safety and how to deal with them. They will work in a safe environment.
Aims and Objectives.
In every Design and technology project that any teacher delivers and any pupil in our school
undertakes, there are several aims which we as teachers want all our pupils to achieve.
The codes in brackets eg. (1A) cross reference to the QCA Schemes and DATA Help sheets, and
DATA lesson plans and represent key foci for that unit of work.
a) We want children to develop capability in the skills, processes, knowledge and
understanding involved in designing and making.
Teachers will provide opportunities for pupils to combine designing and making
skills with knowledge and understanding in order to design and make products. (All
projects)
Children will develop an understanding of the processes of designing and making.
(All projects)
Children will develop a repertoire of specific skills, knowledge and understanding
useful to designing and making. (All projects).
All pupils will be able to study existing products in order to develop design and
technological skills, knowledge and understanding.
(1B, 2B, 3B, 3D, 4A, 4B, 4C, 5A, 5B, 5C, 5D, 6B)
b) We want children to develop a critical awareness about the made world and the
recognition that they can bring about change.
Teachers will provide opportunities for pupils to evaluate products in order to
learn how they function and to develop an understanding of quality. (1B, 2B, 3B, 3D,
4A, 4B, 4C, 5A, 5B, 5C, 5D, 6B)
Children will develop an understanding of how designers work to meet people’s
needs and values. (1D, 3D, 4B, 4D, 5D, 6A)
Teachers will provide opportunities for pupils to design and make products in
response to needs and opportunities. (1B, 2B, 3B, 3D, 4B, 5B, 5D, 6A)
c) We want children to develop a sense of enjoyment and pride in their ability to
design and make.
Children will celebrate the value of designing and making activities, evaluating their
own, each other's and other peoples work, past and present. (All projects)
Staff will display pupil’s work and work of other designers. (1A, 2A, 3A, 4A, 5A,
6A)
d) We want children to develop a range of skills related to decision-making and
management.
R.Higgins 2 June 2006.
Newtown C. E. Primary School
Design and Technology Policy
Staff will provide opportunities for children to work independently and in teams.
(1C, 2B, 3A, 4B, 5D, 6C, 6D)
Staff will help children to work within constraints, e.g. time, materials, space,
equipment, ability, health and safety. (All projects)
Staff will ensure that children develop a sense of responsibility for their working
environment and resources. (All projects)
When appropriate staff will develop children’s ability to use control technology
(use of a sequence of instructions) skills. (2C, 3C, 5C, 6C, 6D)
All staff will ensure that children in their class use process diaries to record their
design and technology work
A way of working
To achieve these aims and objectives, when working through a design and make assignment,
teachers will ensure that the children they are working with broadly follow each of the stages of
the design and technology process.
process Examples of activities
Investigating and dissembling existing products Looking at how real objects are put together by taking
them apart.
Using ICT – CD ROMs and websites to look at a range of
working models e.g. fairgrounds, cam models.
Using magazines or looking at photos to find examples of
designs.
Go on visits to museums to see first hand process involved
in manufacture.
Focused practical tasks Practicing techniques that children will need to make their
product, e.g. drilling, stiffening and strengthening,
practicing different stitches.
Designing and making activity Setting the challenge
Setting design criteria/specification What is it that we want our product to be like, who is it
for? What must it do?
Designing and materials choice Drawing or using ICT to design the product. Exploded
diagrams, drawings from different views, layered
diagrams. For young children this may be done
retrospectively.
Children will need to decide what resources and equipment
they will need. It is a good idea to sometimes limit the
resources and components needed. Children can produce
shopping lists.
Order of work Children will need to decide on the best way to proceed
through the DMA, what will they need to do first? What
will they do while the glue is drying? This could be verbal
or written.
Making Working individually or in groups with tasks assigned by
job badges. Evaluating and modifying as they go along.
Evaluating Use the design criteria to evaluate their product. This can
be linked to literacy.
Children’s books
Foundation Stage children will contribute to a class folder about the project they have been
working on. Teacher monitoring will ensure that all children will contribute to this folder.
R.Higgins 3 June 2006.
Newtown C. E. Primary School
Design and Technology Policy
Children from year one onwards will have a design and technology book or this can be called a
process diary (usually in the form of large format design exercise books). In it will be a child’s
work as they proceed through a DMA. This could be; Recording sheets, such as those from the
Kented website, written work such as a list of design criteria, pictures collected from magazines
to inspire work, designs, drawings, diagrams or photographs. Other examples of work could be
the creation of a PowerPoint, research carried our on the computer or a verbal presentation.
Reference should be made to these in the DT books.
All work will be stuck in neatly and marked to a high standard.
Collecting photographic evidence for a whole school portfolio.
All teachers will take photographs of work that will then be collected by the coordinator and
contribute to a school portfolio of work. The purpose of this portfolio is to act as a pictorial
record of projects undertaken.
Delivery and Class organisation
Teachers must use their professional judgement about the best way to deliver a unit of work.
Teachers may decide to deliver one lesson a week for a half term or may wish to block the
lessons together to have a technology week. If a block unit of work is chosen it is essential that
the time allocated matches the statutory time recommendation for foundation subjects.
When working in groups children will be assigned roles through the use of ‘job badges’ These can
be laminated, colourful badges indicating the role, or simple white stickers with the role written
on
This has several advantages as a way of working.
- All children will be actively involved in a DMA, rather than some children not being
engaged
- Children who need to practice a particular skill, such as cutting or measuring, can be
assigned this role when needed. Children who are sometimes too overpowering and do all
the activities in a group can sometimes be assigned the role of observer, to allow other
children a chance to participate
- If monitored carefully, it allows children to experience the whole range of activities in a
DMA, rather than always being the person who paints the model.
Initially the roles will be assigned by the class teacher, however with experience, children will be
able to assign roles themselves and this should be considered a goal that children should be
working towards by late key stage 2.
Differentiation
Design and Technology will engage the children in a broad range of designing and making
activities which involve a variety of methods of communication, e.g. speaking, designing, drawing,
assembling, making, writing and using information and communication technology. These
activities can be differentiated through careful planning and the selection of resources which
are appropriate for different ages and abilities (see Learning Outcomes - Progression in
appendix 1).
Variety of Teaching Styles
Design and Technology requires pupils to become capable of thinking and acting for themselves.
R.Higgins 4 June 2006.
Newtown C. E. Primary School
Design and Technology Policy
We need to adopt a range of teaching styles to enable this to happen, such as:
Questioning Managing Motivating Instructing
Supporting Co-ordinating Responding Sharing
Appropriate teaching strategies will enable children to:
develop skills and knowledge of tools and materials and ICT applications explore
and develop their ideas and the ideas of others;
work individually, with the support of a group, or in a class situation;
apply skills and knowledge (especially of science and mathematics) to a practical
situation;
evaluate their own and other peoples work in a constructive way;
be reflective about their work.
Cross Curricular Skills and Links
Design and Technology draws upon and develops skills, knowledge and understanding from across
the curriculum. Appropriate links can be made with other curriculum areas but we need to take
care that activities lead to mutual enrichment rather than mutual distortion. Design and
Technology can make a major contribution to cross curricular elements in the development of key
concepts, skills, values and attitudes. Design and Technology has a particularly strong link with
the following cross curricular themes:
Information and Communication Technology, Literacy, Numeracy, Problem Solving, Arts, Physical
Development, Education for Citizenship and Economic and Industrial Understanding, Personal
and Social development.
ICT in Design and technology
It is essential that ICT is embedded in design and technology and the subject offers many
opportunities for meaningful and purposeful inclusion. It is essential that all teachers
incorporate ICT opportunities in their planning.
This can be done in a wide range of ways.
For researching existing products.
For researching designers.
Finding out about processes, such as cam movements, electricity or food products.
Completing questionnaires/spreadsheets
Completing graphs.
To create Power Points
To use as a designing tool
To utilise CAD CAM possibilities
To use digital cameras to record stages of completion and finished products
To use video diaries to record stages of completion or verbal presentations.
A full list of useful websites has been included in the appendix.
Equal Opportunities
All activities will be taught to stretch the able and support the less able.
R.Higgins 5 June 2006.
Newtown C. E. Primary School
Design and Technology Policy
Boys and girls must be given equal opportunity to access all material areas and processes.
Teachers may wish to use positive discrimination techniques. For example, sometimes having
single gender groups to prevent one gender capitalising on the learning outcomes, e.g. the use of
construction kits.
Physically disabled pupils should be supported with teaching and learning aids such as special
tools, ICT cutters and printers and work places. In a minority of cases processes will be
undertaken by the teachers or learning support assistants to ensure progress to the next stage
of learning.
Able and talented pupils must be supported and challenged through the subject developing
analysis, thinking skills and evaluation techniques. Please refer to our Talented and More able
policy and coordinator
Teachers must be sensitive issues that may ethnicity and religion and lifestyle choice. A wide
range of cultural images and contexts should be used in design problems e.g. looking at
Indonesian designs prior to designing a kite. Respect for religious objects, ways of life e.g.
candles must be an important feature of teaching. When involved in food technology it is very
important that issues relating to religion and lifestyle are respected. E.g. Jewish rules about
food that can be eaten together, gluten free diets or vegetarianism.
Health, Safety and Hygiene
It is vital that pupils are taught essential health and safety skills to enable them to participate
confidently and safely in designing and making activity. All teachers have a duty to introduce
pupils to a wide variety of production processes and the correct tools for the task. Teachers
must ensure that they themselves are familiar with the correct tool or process for the job
they wish their children to undertake. In addition they must know how to correctly and safely
use any piece of equipment. If they are in any doubt, teachers must ensure that they seek
advice and guidance from the co coordinator.
The coordinator has undertaken a series of risk assessments of the tools that the school
currently has. This is held in the Design and Technology folder in school for all teachers to refer
to. In addition, teachers should refer to the ‘Make it Safe’ published by NAAIDT as a guide to
risk assessments.
If new equipment is to be used with children, it is important to check that a risk assessment has
been carried out. This will be the responsibility of the of the co coordinator, with the support of
the class teacher.
It is very important that staff do not bring untested electrical items in from home for the
children to use in any project.
Please refer to the appendix where a list of websites that demonstrate safe and correct use of
equipment can be found.
Health and Hygiene in food technology.
It is of crucial importance that strict health and safety guidelines must be followed when
children are engaged in food technology. Teachers should follow and adhere to the following
R.Higgins 6 June 2006.
Newtown C. E. Primary School
Design and Technology Policy
guidelines.
If children are to be engaged in tasting existing food products, letters to parents must
be sent home, indicating products to be tasted and seeking parental permission.
All teachers should be aware of children’s dietary requirements such as diabetic, coeliac,
religious and ethical requirements such as vegetarianism. They should be sensitive to the
needs of these children and adapt their plans accordingly.
Tables or worktops will be washed with hot water and the schools surface cleaner or
Milton before food preparation.
Basic hygiene procedures should be followed with children. Wash hands with soap and
water and dried with individual paper towels. Children’s nails should be short and clean,
long hair should be tied back, cuts and sores should be covered with plasters or plastic
gloves, children with colds or tummy upsets should refrain from taking part until
symptoms have gone.
If tasting food, individual cutlery should be provided. If this is not possible,
opportunities for children to wash cutlery should be provided.
Only plastic and metal spoons, chopping boards and other cooking equipment should be
used, wooden spoons or chopping boards should not be used.
Only cooking aprons should be worn.
Food should be purchased from reputable retailers and then stored in a fridge below 5C.
Children should be reminded that when in school they should not lick spoons, bowls, or
eat as they are preparing food, even if this is something they do at home.
Ingredients should be always stored according to guidelines. For example, milk should be
stored in a fridge until needed.
For primary DT at Newtown school we will only use low and medium risk ingredients. We
will try to avoid using any high risk foods in our DT projects. This includes raw and
cooked poultry and meat, eggs, cooked rice, salad leaves and any meat of fish based
products. A full list of low and medium risk foods can be found in the appendix.
Under no circumstances will children be allowed to use or consume untreated milk or
untreated milk products.
Raw eggs can only be used if they are to be cooked, under no circumstances should raw
egg recipes, such as mayonnaise be used.
If it is necessary to use any high risk ingredients, such as using raw eggs in a sponge
cake mix, then a full HACCP - hazard analysis critical control point assessment - should
be carried out. This is an assessment that is designed to eliminate significant potential
hazards of food production at each stage of the production process.
A full HACCP for the use of raw eggs is included in the appendix.
Planning
The coordinator will be responsible for developing the long term plan for Design and Technology.
This is based on the QCA schemes of work, but does offer alternative ideas to deliver the
curriculum.
Teachers will then develop the broad headings of the long term plan in to detailed medium term
plans that highlight objectives, activities, skills, vocabulary, national curriculum levels and POS,
ICT and links to other subjects.
Progression
To ensure progression in the knowledge, skills and understanding children are taught Teachers
R.Higgins 7 June 2006.
Newtown C. E. Primary School
Design and Technology Policy
should refer to the progression sheets included in appendix 1, and utilise them when planning.
Foundation stage
Appropriate Early Years/Foundation Years experience for children pre-National Curriculum will
be planned to develop areas of learning related to Design and Technology in the Foundation
Stage Curriculum e.g. developing an understanding of the world around them, using materials and
tools to make things, developing language skills and social and emotional development.
Evidence, Assessment, Recording and Reporting
Key to design and technology is review of the ongoing process, this helps assessment for
learning. Teachers will identify opportunities for assessment when completing medium term
planning and children will receive ongoing teacher assessment. The DATA lesson plans and QCA
documents both provide very good guidance on assessment activities and key questions to assess
understanding.
The school will have a tracking document for design and technology. This will be updated yearly,
as a moderation activity will all staff. Staff will submit a whole design and technology process
from one average child. The level descriptors will be used to assess attainment in each area of
the process. This will help staff understand expectations. The tracking folder will help teachers
know what good design and technology should look like in each year group. It will also serve to
highlight which areas of design and technology we are achieving well in and which areas we need
to develop further.
A statement of the child’s progress and achievement and next steps in Design and Technology
will form part of the annual report to parents.
Foundation stage Assessment
Children’s progress through the foundation stage curriculum will be regularly tracked and
recorded. A statement of the child’s progress and achievement and next steps in Design and
Technology (within knowledge and understanding of the world and creative development) will
form part of the annual report to parents.
The subject leader role and responsibilities.
The Subject Leader is responsible for developing a long term curriculum plan for Design and
Technology. This is matched against the programme of study.
The design and technology coordinator will be responsible for the maintenance and upkeep of all
design and technology equipment. Teachers will be responsible for checking that any particular
equipment need for a project is available. If teachers need to order equipment the co
coordinator will offer advice and guidance on what equipment is needed and be responsible for
monitoring what equipment is ordered.
All orders should be approved by the head teacher.
Design and technology will be included in the School Development Plan. When it is a focus, the
coordinator will lead training for classroom teachers and teaching assistants, focusing on
curriculum delivery, developing competence in the use of tools and to ensure health, safety and
hygiene guidelines are observed. Policy, long term plan and ways of working will be reviewed and
amended as needed. The Design and Technology Subject Leader will monitor classroom teaching
R.Higgins 8 June 2006.
Newtown C. E. Primary School
Design and Technology Policy
in all year groups when the subject is a focus in the School Development Plan. The coordinator
will annually monitor planning and complete a book trawl to establish how high standards are.
Interviews will be held with children and staff to establish which aspects of DT are working well
and which aspects need development. The findings of all these monitoring exercises will form the
basis of the annual subject leader review. The findings will be presented to the head teacher,
staff and link governor.
The coordinator will be responsible for developing and maintaining the Design and Technology
tracking folder of work. Funding for Design and Technology will be within the school budget plan
for each financial year.
Equipment and resource storage
Equipment and materials have been organised in the central store. This will be maintained by the
Design and Technology co-ordinator. Any shortages, breakages or losses should be reported
immediately to the Design and Technology co-ordinator.
Appendices:
1. Websites for DT
2. Progression of skills
3. Table of risk ingredients
4. HACCP for raw eggs.
Policy agreed by staff: September 2006
Policy approved by Governors:
To be reviewed:
R.Higgins 9 June 2006.
Newtown C. E. Primary School
Design and Technology Policy
Websites that are brilliant for DT
www.kented.org.uk
The Kent NGFL website
You may need to hold down the Ctrl key as you click on link if you have a pop up blocker.
Help sheets, which are additional to the DATA help sheets. You can save them and
adapt them. You can load them into a power point presentation. Very useful. Photocopy
and attach to the QCA unit along with the DATA sheets.
Process sheets. These are invaluable. For non specialist teachers they are a good
starting point. You can save them as a word document and alter them to suit your needs
by taking out elements that you do not wish to do and adding in elements you do want.
**Tip - don’t use the PDF format, scroll down and click off the table.
Pupil Target Sheets and assessment sheets – A really useful starting point for
assessment or children setting targets and AFL in DT lessons.
DT Resources on the Schools Advisory Web Site - click on this and it takes you to
the main page. Use for online
A sample policy – it’s a useful starting point.
Progression sheets ***** So helpful. For differentiation, for assessing
standards when monitoring planning/lessons/work.
Links to all the curriculum links
Use downloadable booklets section to link to Nuffield site which gives you additional
projects.
www.tre.ngfl.gov.uk
Teacher Resource Exchange
This is a fantastic website and is invaluable for pictures and power point presentations. We have
found this website really invaluable for KS2.
R.Higgins 10 June 2006.
Newtown C. E. Primary School
Design and Technology Policy
Self explanatory.
www.technologystudent.com
Useful for bridges and cam toys
www.wgfldigitalbrain.com
Warrington grid for learning.
Go to the primary design resources and it has loads of pictures to inspire you.
www.dtonline.org
Teacher resource useful for mechanisms and levers.
www.ngfl/northumberland.gov
This has some great programs for levers and linkages and cam mechanisms.
It has some clip art features which could be used to create your own powerpoint presentations.
If you have myworld try downloading the screens.
www.sln.org.uk/d&t
has lots of useful help sheets and data files for DT processes and projects.
www.saskent.org.uk
a very useful booklet on food hygiene.
R.Higgins 11 June 2006.
Newtown C. E. Primary School
Design and Technology Policy
Table of foods for use in DT activities.
Low risk Medium risk High risk
Cereals Custard and blancmange Raw and cooked poultry
powder
Fresh and dried vegetables Pasteurised egg Raw and cooked meat
Salad vegetables Pre packed processed cheese eggs
Fresh and dried fruit Hard cheese Cooked rice
herbs Dried milk Shell fish and fish.
Refrigerated fats – lard. Milk - only heat treated Meat and fish based products
Margarine, butter. including spreads and pates.
Oil- corn, rape, vegetable, Salad leaves
olive, grapeseed
Spices and essences
syrups
sugar
honey
jams
chocolate
cocoa
yeast
Bread products
Refrigerated yoghurts
Nuts and nut products****
Peanut butter****
**** although these products are low risk from a bacterial stand point, some people may suffer
an allergy to nuts and nut products leading to anaphylactic shock. Teachers must be make
themselves aware of children’s allergies and needs.
R.Higgins 12 June 2006.
Newtown C. E. Primary School
Design and Technology Policy
HACCP Flow Diagram
For using raw eggs in cake making and other baking
Bread and butter puddings
Lemon meringue pie
Process Hazard Control Monitor
Check that quality lion
Raw Salmonella DT
mark eggs are
materials food coordinator
purchased from a
reliable retailer. Class teacher
poisoning
Inform parents of Teaching
ingredients to be Assistant
used.
Eggs to be stored in
Salmonella DT
Processing fridge below 5C
coordinator
food Only adults to handle
raw eggs. Class teacher
poisoning
Children not to taste Teaching
uncooked mixtures Assistant
Hands to be washed
Parent helpers
thoroughly.
Adults to check that
cakes and other
products are
thoroughly cooked
Contamination Raw eggs to be DT
Storage with other stored in fridge coordinator
food below 5C in their Class teacher
box. Shells to be
Teaching
discarded
Assistant
immediately, any
spillages wiped up Parent helpers
by adults.
Contamination Keep cooked DT coordinator
Transport with raw food items covered
Class teacher
Teaching
stuffs and stored Assistant
separately from Parents
raw ingredients
R.Higgins 13 June 2006.
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