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Design Technology Department Policy Handbook

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1 Design Technology Department Policy Handbook

2 Design Technology Believe, Achieve & Care
Our mission statement is : Believe, Achieve & Care Vision Design technology prepares pupils to take part in the development of tomorrow’s rapidly changing world. Creative thinking encourages pupils to make positive changes to their quality of life. The subject encourages pupils to become autonomous and creative problem- solvers, both as individuals and as part of a team. It enables them to identify needs and opportunities and to respond by developing ideas, and eventually making products and systems. Through their studies of Design technology they combine practical skills with an understanding of aesthetic, social and environmental issues, as well as functions and industrial practices. This allows them to reflect on and evaluate present and past design and technology, its uses and its impacts. Design technology helps and supports pupils to become discriminating and informed consumers and potential innovators. Department Aims and Objectives To have high expectations of all students attainment and personal conduct. To create an environment where there is an emphasis on success and potential, and where all individuals and their achievements are valued and celebrated. To develop a broad and balanced curriculum which encompasses a wide range of learning experiences and reflects the need of the local community. To continually develop staff skills and provide a modern and diverse curriculum. To develop an understanding of technological processes and products, their manufacture and their contribution to our society; To foster enjoyment, satisfaction and purpose in designing and making things.

3 A brief history of the department
The technology department has undergone a number of radical changes over the last five years; however, it continues to be one of the most popular subjects on the curriculum for pupils. Historically, food technology, resistant materials, graphics and textiles were delivered. This has changed, due to in part, to staff fluctuations and re-structuring of the national curriculum. This streamlining has enabled the department to focus on food technology and resistant materials. Facilities have been greatly modernised also. Food technology can boast a state of the art, all stainless steel facility which lends itself well to the delivery of catering and mirrors those found in colleges, universities and professional establishments. The workshop, where resistant materials is taught has also been modernised. Work benches have been refurbished and a dedicated CAD/CAM/ICT area has been incorporated into the build. Leading the team is Mrs Bentley, who quickly established herself at St George's after her arrival three years ago, becoming Head of Department in only her second year of teaching. Mrs Bentley is ably supported by Mr Sweeney, who is responsible for the delivery of resistant materials. Both have worked hard to ensure, particularly at KS3, a synergy between the two areas, which may on the surface seem unrelated, but have in fact a number of shared concepts which underpin both. The department also boasts a strong support staff. Mr Cooke and Mr Anderson, who share the technology technician’s role, have vast amounts of experience and expertise in both the construction industry and further education. Both have excellent relations with staff and pupils and are keen to impart there knowledge and experience to others. In general, departmental results at KS4 have been in line with or higher than the whole school figures for A*-C. It is the departments target to be above the national average in both subject areas. Looking ahead, the department continues to strive to keep up to date with advances in technology, thus preparing our young people for their future in our technological society. Presently, research is being undertaken into the feasibility of incorporating 3D printing into both subject areas and hopefully into other departments at St George’s also. 1. 2. 3. 4. 5.

4 DT Curriculum planning
Our school uses the National Curriculum for developing our schemes of work as the basis for curriculum planning in design and technology. We use events and the world around us to keep them exciting and fresh. At KS4 food uses the WJEC Catering specification and resistant materials use the AQA specification. We carry out the curriculum planning in design and technology in three phases: long term, medium-term and short-term. The long-term plan maps out the units covered in each term during the key stage. The subject leader works this out in conjunction with teaching colleagues in each year group. Our medium-term plans, which we have adopted from the national scheme, give details of each unit of work for each term. They identify learning objectives and outcomes for each unit, and ensure an appropriate balance and distribution of work across each term. Class teachers complete a plan for each art and design lesson. These list the specific learning objectives and give details of how to teach the lessons. The class teacher keeps these plans, and the class teacher and subject leader often discuss them on an informal basis. We plan the activities in design and technology so that they build on the prior learning of the pupils. We give pupils 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. We encourage the development of skills, knowledge and understanding that help pupils make sense of their world as an integral part of the school’s work. We provide a range of experiences that encourage exploration, observation, problem solving, critical thinking and discussion.

5 Cross Curriculum link Personal, social and health education (PSCHE) and citizenship Design and technology contributes to the teaching of personal, social and health education and citizenship. We encourage the pupils to develop a sense of responsibility in following safe procedures when making things. They also learn about health and healthy diets. Their work encourages them to be responsible and to set targets to meet deadlines, and they also learn, through their understanding of personal hygiene, how to prevent disease from spreading when working with food. Spiritual, moral, social and cultural development The teaching of design and technology offers opportunities to support the social development of our pupils through the way we expect them to work with each other in lessons. Our groupings allow pupils to work together, and give them the chance to discuss their ideas and feelings about their own work and the work of others. Through their collaborative and cooperative work across a range of activities and experiences in design and technology, the pupils develop respect for the abilities of other pupils, and a better understanding of themselves. They also develop a respect for the environment, for their own health and safety, and for that of others. They develop their cultural awareness and understanding, and they learn to appreciate the value of differences and similarities. A variety of experiences teaches them to appreciate that all people are equally important, and that the needs of individuals are not the same as the needs of groups. Design and technology and ICT Information and communication technology enhances the teaching of design and technology, wherever appropriate, both key stages. Pupils use software to enhance their skills in designing and making things. The pupils also use ICT to collect information and to present their designs through a range of design and presentation software.

6 Literacy Policy Rationale
The development of literacy skills across all curriculum areas is vital. Effective Literacy across the Curriculum . The Design Technology department are committed to raising the Literacy standards of all of St George’s pupils. Design and technology contributes to the teaching of literacy in school by providing valuable opportunities to reinforce what the pupils are learning across the curriculum. Pupils will be encouraged to read and write where appropriate within technology lessons/schemes and also to discuss outcomes and processes. Key words will be stressed and many displayed in the technology rooms to encourage familiarisation to the pupils. Strategies such as reading aloud, listening to fellow pupils and teachers read, reading instructions, listening to videos/tapes and computer audio/visual clips will be used by staff. Writing will be encouraged through the use of writing frames. Pupils will present written work carefully through the use of word processing software or more traditional methods such as printing in block capitals, between guidelines. Where necessary pupils will be encouraged to 'rough out' written work first. Every lesson will include literacy as an important aspect. It’s important pupils develop an understanding of the fact that people have different views about design and technology. The evaluation of products requires pupils to articulate their ideas and to compare and contrast their views with those of other people. Through discussion pupils learn to justify their own views and clarify their design ideas. We provide opportunities for Literacy within DT : Keyword wall Regular spelling and definition testing Writing- with writing frames and literacy mats as support Whole school literacy documents Reading Discussions

7 Numeracy Policy Numeracy within Design Technology
In design and technology there are many opportunities for pupils to apply their mathematical skills through choosing and using appropriate ways of calculating measurement, weights and costing. They learn how to check the results of calculations for reasonableness, and learn how to use an appropriate degree of accuracy for different contexts. Pupils learn to measure and use equipment correctly. They apply their knowledge of fractions and percentages to describe quantities and calculate proportions. The pupils will carry out investigations, and in doing so they will learn to read and interpret scales, collect and present data, and draw their own conclusions. They will learn about size and shape, and make practical use of their mathematical knowledge, in order to be creative and practical in their designs and modelling. Numeracy is a proficiency that involves confidence and competence with numbers and measures. It requires an understanding of the number system, a repertoire of computational skills and an inclination and ability to solve number problems in a variety of contexts. Numeracy also demands practical understanding of the ways in which information is gathered by counting and measuring, and is presented in graphs, diagrams, charts and tables. Mathematical skills can be consolidated and enhanced when pupils have opportunities to apply and develop them across the curriculum. Poor numeracy skills, in particular, hold back pupils' progress and can lower their self-esteem. To improve these skills is a whole-school matter. Each department should identify the contribution it makes towards numeracy and other mathematical skills so that pupils become confident at tackling mathematics in any context. Measurements are often needed in art and design and technology. Many patterns and constructions are based on spatial ideas and properties of shapes, including symmetry. Designs may need enlarging or reducing, introducing ideas of multiplication and ratio. When food is prepared a great deal of measurement occurs, including working out times, adapting recipes, and calculating cost; this may not be straightforward if only part of a packet of ingredients has been used.

8 Spirituality Policy  As a Church of England school we need to be aware of the spirituality aspect to our teaching and learning. Within the Design Technology department we believe that our relationships with pupils are built on Christian values. This is a key, as we teach pupil’s key life skills through our curriculum and ensuring at the end of their time at St George’s they understand these values and will use them throughout life. All policies, procedures and practices contribute to the enhancement of the schools ‘Christian’ distinctiveness. We enhance our curriculum by teaching pupils about culture and religions :- Food Technology:- Religions and diets, Christian calendar events and celebrations. Resistant Materials:- Christian calendar events and celebrations. The Impact of environmental issues through social issues. We ensure our displays are designed to promote spiritual development.

9 Teaching & learning The school uses a variety of teaching and learning styles in design and technology lessons. The principal aim is to develop pupil’s knowledge, skills and understanding in design and technology. Teachers ensure that the pupils apply their knowledge and understanding when developing ideas, planning and making products, and then evaluating them. We do this through a mixture of whole-class teaching and individual or group activities. Within lessons, we give pupils the opportunity both to work on their own and to collaborate with others, listening to other pupil’s ideas and treating these with respect. Pupils 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.

10 Differentiation policy
Differentiation within the department is promoted via outcomes and extension tasks. At Key Stage 3, design & make projects are set where students have the opportunity to interpret a starting point which has been selected by staff to ensure the coverage of a range of Programmes of Study. However, within these constraints students have the opportunity to develop ownership of a project through negotiation with the teacher. In Key Stage 4 this process evolves, until considerable student autonomy and differentiation is provided within the final GCSE project. This student independence is supported by interim project review points as detailed in the various GCSE Coursework Task Booklets used within the department. This quest for increased student capability in the holistic nature of design & technology is constantly reviewed within the department. Each year the projects which are covered at Key Stage 3, Key Stage 4 and the task booklets used are reviewed in relation to the process of monitoring student engagement within the activity as well as structuring of the design tasks In all classes there are pupils of differing abilities, we recognise this fact and provide suitable learning opportunities for all pupils to ensure all progress. We do this by matching the challenge of the task to the ability of the pupil. 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; Grouping pupils by ability, and setting slightly different outcomes for each group; Providing a range of challenges this is done through the provision of levelled resources. Using additional adults to support the work of, individual pupils or small groups

11 SEN Meeting The Needs Of All Pupils Pupils will only obtain the maximum benefit from Technology if; 1. The work is challenging and yet achievable, 2. Tasks are structured so that pupils with special needs can achieve success 3. Teachers expectations are appropriate, 4. Pupils successes are recognised. The Technology staff are aware that pupils must understand the vocabulary of Design Technology and to this end careful explanation of all the terminology is at the core of all teaching. Pupils are encouraged to use dictionaries to help in the design process. Although some pupils may lack co-ordination in the cutting of materials this restriction may not be the case in Food where a pupil might separate dough into pieces for making buns. Physical disabilities will not, of themselves, prevent pupils engaging in design activities. A note to each Attainment Target states, "Pupils unable to communicate by speech, writing or drawing may use other means including the use of technology or symbols as alternatives". Consequently statements of attainment, which require pupils to ask or discuss, can be satisfied by pupils who can only communicate with the assistance of a computer, or by signing. Within the Department provision is made for pupils to use jigs as guides for tools and individual attention by specialist teaching staff is always available. Pupils with special needs are identified in a number of ways; Work is regularly marked / assessed and pupils having problems are usually identified through this method. Often the standard of practical work suggests that a pupil has had difficulty with comprehending and understanding instructions. Sometimes it is the manipulation of tools and equipment that identify the pupils as requiring extra help. The diagram clearly shows the overall role that the Department plays within the structure of the school The Department takes into account the sections in this document regarding S.E.N and Differentiation when planning any schemes of work, assessment and recording. A copy of the schools SEN Register is kept securely in the Department and is available to all staff.

12 Able & Ambitious  The Design Technology believes that all students of all abilities should have the opportunity to reach their full potential. St George’s School believes in a positive whole school ethos which encourages all students to work to their potential, so that any peer pressure to hide ability is addressed. The department believes it can do this in the following ways: Having high expectations. Producing differentiated materials that challenge the more able. Adopting a variety of teaching styles to encompass all the student’s learning styles. Ensuring that material is included in schemes of work that both enrich and enhance the experience of the more able. Identifying underachievement early through academic tracking and through monitoring. Developing a range of extra activities including, extra–curricular clubs, visits, visiting speakers, study clubs, coursework clubs etc. to support and stimulate study.     Definition  More able is recognised as a subjective and comparative term. It can be defined by reference to several criteria: Clear all round ability as evidenced in high scores in school (e.g. classwork, homework, tests, exams) and national (e.g. SATs) assessments. High performance in CATs Comparison with peers Subject specific skills / ability e.g. Musical, sporting, linguistic, technical, mathematical, and artistic. Social awareness/maturity and high levels of inter-personal/organisational skills.  Departmental Strategies    Differentiated learning materials are provided A range of teaching and learning techniques encourages pupils with differing learning styles to achieve. Teachers remain in touch with learning across the ability spectrum to ensure sufficiently high standards are set. Achievement and excellence are acknowledged and rewarded using the full range of options available. The physical environment promotes achievement and excellence it provides opportunities for high order skills e.g. pair, group and whole class discussion research collation summation reflection target setting assessment of own or peers’ work consideration of assessment criteria verbalising requiring sentences rather than one word answers computer generated presentation presentations to groups or class collaboration It provides feedback to pupils which extends understanding or enhance skills acquisition rather than gives summative judgement It provides enriching experiences within and/or beyond the formal curriculum It has strategies for identifying and addressing underachievement.

13 Inclusion policy At our school we teach design and technology to all pupils, whatever their ability and individual needs at Key Stage 3. Design and technology implements the school curriculum policy of providing a broad and balanced education to all pupils. Through our design and technology teaching we provide learning opportunities that enable all pupils to make good progress. We strive hard to meet the needs of those pupils with special educational needs, those with disabilities, those with special gifts and talents, and those learning English as an additional language, and we take all reasonable steps to achieve this. For further details see separate policies: Special Educational Needs; Disability Non-Discrimination and Access; Gifted and Talented; English as an Additional Language (EAL). When progress falls significantly outside the expected range, the child may have special educational needs. Our assessment process looks at a range of factors – classroom organisation, teaching materials, teaching style, and differentiation – so that we can take some additional or different action to enable the pupil to learn more effectively. Assessment against the National Curriculum allows us to consider each pupil’s attainment and progress against expected levels. This helps ensure that our teaching is matched to the pupil’s needs. Intervention through School Action and School Action Plus will lead to the creation of an Individual Education Plan (IEP) for pupils with special educational needs. The IEP may include, as appropriate, specific targets relating to design and technology. We enable pupils to have access to the full range of activities involved in learning design and technology. Where pupils are to participate in activities outside the classroom, for example in a trips , guest speakers and college visits, we carry out a risk assessment prior to the activity, to ensure that the activity is safe and appropriate for all pupils.

14 Every Child Matters The Design Technology Department makes a positive contribution to the Every child matters approach. 1) Enjoy and Achieve DT is a very popular subject with all children and provides opportunities for them to achieve when they are creating practical solutions to real life situations. 2) Be Healthy Pupils learn the principles of food hygiene and safety through the study of food technology. Through understanding the relationship between food, good health and growth, pupils develop the ability to make informed decisions about food for healthy eating. 3) Stay Safe When pupils plan, organise and carry out practical activities, pupils are taught how to use tools and equipment safely. They learn to identify risk and take responsibility for their own and others’ safety. 4) Achieve economic wellbeing DT is about applying knowledge of materials and processes to the design of products and generating practical solutions that are relevant and fit for purpose. When considering materials, children learn to consider costing and therefore availability of certain materials. 5) Make a positive contribution. DT provides many opportunities for children to present their ideas individually and collaboratively. They learn to design to solve problems for wider communities but also for their families and school, thus seeing their sphere of influence grow.

15 Assessment & Marking policy
Marking and assessment is a professional responsibility to be discharged regularly and appropriately by all teachers. Expectations are that: Work which is set is marked Assessment (formative and summative) occurs in accordance with schemes of learning. Students are informed of their standards of attainment in relation to their personal targets and progress towards them Accurate data on the progress of all students is recorded appropriately and imported to whole school systems in a timely manner. Marking: Departments will develop marking conventions which meet the expectations outlined above. It is important that where students are required to submit work it is acknowledged and recognised and, where appropriate, corrected. Assessment: Assessment can take many forms and is a process as well as a product. Thus, in responding to ongoing work (eg in oral contributions or in the conduct of an assignment) the teacher is constantly assessing. All lessons should build in opportunities for the assessment of progress (through AFL strategies, mid lesson plenaries etc) Some assessment is formalised and recorded to assist both tracking and planning. Standard assessments which have been agreed and moderated (eg through a common mark scheme and peer/subject leader sampling) are a fundamental aspect of the Progress cycle. The use of assessment outcomes to inform planning is a core principle. Feedback to students which focuses on strengths and what to do next to improve is known to have impact and must occur regularly to secure progress. Peer or self assessment form a valuable part of the assessment toolbox providing evidence to student and teacher of understanding/progress and feedback regarding next steps. Students will be taught how to assess /reflect and given opportunities to practise the skill. New technologies (eg. questionnaires, activote, interactive whiteboards ) are rich veins of assessment opportunity.

16 Homework policy RATIONALE
St George’s School aims to enable every student to fulfil their potential and to make steady progress towards attaining their estimated levels/grades across each Key Stage of the curriculum, an aim which is reinforced through the provision of homework and independent earning activities. It is intended that homework promotes the development of lively, enquiring minds and enables all students to acquire the skills and abilities to work effectively, on their own. This intention is vital in order to prepare all students for life-long learning and the world of work. PURPOSE At St. George’s we aim to ensure that all students experience success in their learning through the setting of planned, meaningful homework which complements, extends and enriches the learning done in class and encourages independent learning. The purpose of homework is to: Encourage all students to develop the skills, confidence and understanding needed to study effectively and independently. Consolidate and reinforce learning that takes place in the classroom. Provide opportunities to practice assessment tasks and examination questions. Prepare for assessment tasks and examinations through the revision of work using a variety of suggested revision techniques. Extend school based learning through additional reading, meaningful research and project based tasks. Encourage and sustain the involvement of the home in the management of students’ learning and keep them informed of the work students are to complete. AMOUNT OF TIME FOR HOMEWORK The amount of homework set varies from year to year. Homework is set by staff according to a student’s homework which is once every two weeks for KS3 each student should be completing approximately lasts ½ hour and KS4 will be in the form of mini projects lasting 2 to 3 weeks .  TYPES OF HOMEWORK The format of each piece of homework will inevitably vary . However, all pieces of homework should be completed carefully and neatly, being re-drafted if necessary. MONITORING Exercise books will be routinely collected at different points each term by Curriculum Leaders and by Leadership Link Staff to ensure that homework and classwork are being marked according to policy guidelines. Failure of completion of homework will result in a call home to parents and pupils

17 Rewards strategy Rewards and incentives are an integral part of the school’s ethos. It is the responsibility of all teachers to support the positive ethos and give recognition and rewards commensurate with effort and achievement. This principle should be applied consistently in all subjects, in all classes/sets and in all years. Investing in relationships and rewards supports the school’s ethos and raises standards of attainment. In school variation contributes to relative strengths/weaknesses and is an appropriate area for professional reflection. The school has formal procedures for recognising effort and achievement in the curriculum and in school life in general. These include: Learning credits/commendations Monitoring scores School Prizes Letters to parents (Head of Colleges) Inter form points competition Certificates Badges Official posts (eg Learning Consultants, Prefects, School Councillor, Captain etc.) Technology Department have developed strategies to augment the above. Best practice encourages continuous development and innovation which , departmentalises recognition. Positive reinforcement remains a powerful factor in student motivation and achievement. These can include: Chef of the term Displays of work Recommendation for head teacher award Achievement ladders Stickers Postcards to students/parents Treats Competitions- SG Bake off, future chef Visits by colleagues (to praise) Work passed to colleagues (for additional praise /recognition)

18 Health and Safety Policy
The Design Technology Department regards Health and Safety as a very important aspect of teaching in the workshop/ kitchen. Risk Assessments are regularly undertaken to ensure that staff and pupils have a safe working environment. This Department takes as its standard the Safety Booklet produced by the Education Authority - regarding the use of equipment and machines. Each member of staff has a copy and should refer to it at all times and know its constraints and apply it in full. Regular checks are made by staff and the Technology Technician - with regards to equipment such as: 1. Goggles being left with each machine and checked before use. 2. The use of machine guards and protective equipment / clothing. 3. Defective equipment being reported immediately to the Head of Department (Reports may be from staff / technician or pupils). 4. It is a requirement that the teacher checks the condition of the workshop/ kitchen at the end of each lesson so that the room is in good condition for the next member of staff and his/her pupils. All staff and pupils follow the procedure for ending lessons, which includes the way machines/kitchen environment should be left in a tidy and safe condition. All staff are aware of the location of Health and Safety booklets and information such as COSHH, risk assessments information, CLEAPSS, and in particular the Local Education Authority Safety Booklet. Staff have attended, or are in the process of attending, Health and Safety courses which lead to DATA core accreditation. Health and Safety features as a regular component of Departmental meetings. Staff are required to read the LEA Health and Safety Document and ensure that procedures for the use of all machines/ equipment are followed. All accidents must be recorded in the school accident book the forms can be found in student reception.

19 Risk Assessment policy
All lessons / schemes have a Risk Assessment that has been carried out by a competent and suitably qualified technology teacher. The Department Risk Assessment System is in place, which ensures that risk is minimised in all elements of teaching and learning in the workshop - without reducing the effectiveness of lesson delivery. The procedure for drawing up Risk Assessments is outlined below. THE HEALTH AND SAFETY QUALITY SYSTEM FOR ACTIVITIES IN THE WORKSHOP / CLASSROOM STAGE GENERAL ASSESSMENT DATE 1. Draw up a scheme of work At a departmental meeting discuss health and safety issues relating to the scheme. 2. As a department, write each individual lesson plan. Each member of the department selects a lesson plan and evaluates it for health and safety issues. 3. Review both the scheme and the lesson plans. Look for any possible hazards Who is likely to be harmed? Are existing safety procedures and precautions within the workshop adequate. How can safety procedures and precautions be improved to reduce risk? Record all notes relating to factors identified by staff and modifications to existing procedures. 4. Discuss the elimination of risk (s). (Keep notes) Can the risk be eliminated or reduced within acceptable limits? How can this be achieved? What modifications to procedures will lead to safer working practices? What protective clothing is required? 5. A suitably qualified person must carry out a risk assessment of each lesson and if necessary each activity. Ivor Cooke will carry out the risk assessment and complete the necessary form. Regularly review all risk assessments especially if the working environment changes in any way.

20 KS3 Curriculum Course Outlines
Course Outlines At KS3, Design and Technology is essentially a practical based course designed to allow students to combine skills and knowledge with an understanding of materials, properties and processes to design and make quality products. The development of ICT skills is integrated into all specialisms within Design and Technology and is viewed as an essential component of the KS3 programme of study. KS3 teachers are specialists and confident in the teaching their subject. All students experience the use of CAD/CAM within Design and Technology. The KS3 programme of study provides three distinct styles of activity through which students’ develop their Design and Technology and ICT capability. Major Design and Make Tasks - eight-ten week units of work set within a specified context and designed to provide students with the opportunity to work with a specific material or group of materials to develop a quality product to meet an identified need. Minor Designing and Making Task - units of work of up to four weeks, focusing on the development of material specific making skills or subject knowledge and understanding. Skill Acquisition Tasks - units of work of up to four weeks, focusing on the development of generic, non-material specific designing and making skills. KS3 Group Structure KS3 groups are mixed gender and mixed ability and contain between 18–20 students. Key Stage 3 D&T is allocated 1-2 hours per 2 week cycle. Each KS3 group is allocated a will complete half a year in both subject areas. KS3 students have lunchtime and after school access to the E2 during lunchtimes and after school 2 days per week. Lunchtime and after school additional support sessions are a regular feature in D&T. D&T deliver a range of after school activites such as ‘Let’s get cooking’ , future chef, RM club . 1. 2. 3. 4. 5.

21 KS4 Curriculum  KS4 KS4 students are offered the following courses to GCSE: AQA Resistant Materials WJEC Catering All examination groups are taught by specialist teachers, in mixed ability, mixed gender groups of 18 –22 students. In Year 10 the timetabled allocation is 5 X 1 hour sessions per 2-week cycle. In Year 11 the timetabled allocation is 5 X 1 Hour sessions per 2-week cycle. GCSE students have free access to D&T facilities during lunchtimes and after school. Structured sessions and AIT are provided for students failing to achieve their target grades and additional monitoring procedures implemented. Controlled Assessment study support sessions are available at specific times throughout the year after school, half-term and Easter. G&T sessions are also structured to support those students aspiring to achieve the highest grades. 1. 2. 3. 4. 5.

22 Departmental Meeting program.
Communication in the Technology Department is through a number of methods, both formal and informal. Departmental meetings are held regularly and these have full agendas and are minuted in detail (please see department calendar for dates). All staff have the opportunity to raise any points/issues. All Departmental minutes are passed on to members of the Department, as well as the Assistant Head , Director of Enrichment and Spirituality and Head Teacher. The members of the Department regularly discuss educational and Departmental issues informally and although these are not minute they are of equal value and often points discussed are often found on Departmental minutes at a later date where they are discussed extensively. s are used regularly as an official way of passing information to other members of the Department. Staff Appraisals Members of the department will be appraised each year. In term one a meeting will be held between the head of department and individual staff. This meeting will be concerned with a review of the previous years targets and the setting of new targets. Staff will negotiate three targets, one should be linked to academic achievement. During term two a lesson observation will take place with staff providing a detailed lesson plan with aims and objectives clearly stated. A meeting in the second/third term (as soon as possible after the lesson observation) will concentrate on professional development, an informal review of the year, a progress report and most importantly - a review of the observed lesson. All meetings and lessons observations will be recorded on paper. Staff will be given photocopies of records. 1. 2. 3. 4. 5.

23 Departmental Calendar
February 5th- Monitoring and Action 24th -Year 10 Practical exams March 5th-Department meeting 12th- Department meeting 24th- Progress Point 26th Department meeting 28th –VP deadline April 7th- Monitoring and Action 11th- Department Meeting 15th – VP Deadline 20th – Cluster Meeting May 7th –Staff Meeting 14th – Department Meeting June 2nd – KS3 exams 8th – Cluster meeting 15th – department meeting 22nd-staff Meeting 27th Progress Point 2 29th Department Meeting 31st VP deadline 27th – kS3 Data submitted July 2nd- Monitoring and Action 3rd – Prize Giving 9th – Staff Meeting 16th Department Meeting September 11th- Cluster meeting 18th- Department meeting October 9th-Cluster meeting 16th- Department meeting 24th- Year 11 parents evening November 7th- Year 10 parents Evening 11th- Progress point 1 15th – VP Deadline 18th – Year 11 Practical Catering exam 20th – Monitoring and Action December 4th – Department Meeting 13th – College Bake off final 11thDepartment Meeting 12th- Christmas show – mince pies January 8th – Cluster meeting 15th – department meeting 22nd-Cluster Meeting 27th Progress Point 2 29th Department Meeting 31st VP deadline 1. 2. 3. 4. 5.

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