D&T Admin & Useful pages and info
This page should have all of the admin and documents needed by all year groups to complete Design and Technology courses at Wilson's School.
There will also be a number of webpages or useful links to support students of all abilities when completing homework.
Each student will be provided with a text book. Should they 'misplace' their text book another copy can be purchased. Each student will need to return a hard copy book at the end of Yr11.
Below is a list of resources recommended by AQA for GCSE study.
•Text books e.g. Nelson Thornes which is AQA endorsed.
•E-copy of book, which comes on an annual licence with kerboodle online activities www.kerboodle.com
•Other resources e.g. Design Museum, Materials Institute etc.
•Past papers and mark schemes
•Revision apps to download for iPad/iPhone
•CAD software e.g. Google sketchup (free to download)
Wilsons Design and Technology - Academically More Able and Talented policy
1. Policy rationale and aims
Develop students’ ability to become ‘technologists’ by encouraging them to become courageous independent thinkers.
Develop students understanding of culturally relevant applications of D&T including: Materials technology, Electronics, Smart materials, Robotics and the inclusion of Engineering Level 1 GCSE by 201.
The department will develop an online portfolio of outstanding work.
Development of Design show and displays in DT building to showcase outstanding practice
CLB and BJC to co-ordinate with TRL G&T students in D&T
Aim of the Dept is that every student reaches their potential. The attitude of the dept is to surpass their potential
How does D&T contribute to pupils’ academic and personal development?
- The departments aims to the develop every students communication skills, ability to work individually, in pairs and in teams, creativity, problem solving skills, analytical skills, higher order thinking skills, planning skills, time and project management skills, so becoming a discriminating, discerning consumer.
What does the D&T department aim to provide for the more able pupils?
The aim of the department is to provide breadth, depth and challenge in a classroom climate where the more able pupils can develop (as outlined above) through open-ended and challenging tasks.
Activities should be planned to develop greater expertise by encouraging more complex product evaluation, thinking about the use/misuse of a product and its environmental impact, connecting past and present learning, considering others’ opinions and forming one’s own so becoming an independent learner.
Challenge should not be based on outcome, rather the process about which the outcome is discovered
Every student should be encouraged to develop the skills desired in a ‘Technologist’ (outlined above). Interested or talented students should be nurtured and encouraged to actively pursue their interest in Technology. Through Product Design club, work placements etc.
In the context of Wilson’s School and in D&T what is meant by more able or gifted and/or talented?
Gifted pupils are the most creative thinkers; they are able to respond to ‘wicked problems’ with an open mind. They are not restrained by fixation or respond in obvious ways.
A student who can make links between material properties, manufacturing process and engineering or design solutions resulting in complex solution.
Students with the ability (graphically, theoretically and/or practically) beyond the large majority of their peer group and who consequently require a more challenging curriculum than that appropriate for the large majority. Within this broad category are smaller groups of exceptionally able or gifted pupils and pupils with particular talents
Gifted pupils often have a particular academic ability in one or more subjects in the statutory school curriculum other than art, music and PE. (DfES)
Talented pupils will have aptitude in the arts and sport and ‘all rounders’ will have a range of academic ability and talent(s). (DfES)
The D & T department’s approach should mirror that of the school, whilst recognising criteria unique to the subject, e.g. practical skills, designing & creativity.
FFT grades and SIMMs Performance grades will be used
What subject-specific identification strategies will your department use?
Identification of students should be undertaken at all stages of pupils’ education.
The Department will review the D & T document highlighting characteristics of More Able/G & T pupils yearly to ensure that it is in-line with the school’s and government’s requirements.
The D&T department has a set of criteria for identifying G & T/More Able pupils (see above)
How will teaching groups be organised to meet the needs of all pupils including the more able?
Mixed ability with seating or table segregation
Using More Able as lead learners
Early entry groupings for GCSE/GCE
Inclusion of extension activities in planning
Differentiation of activities. Possibility of curriculum enrichment days.
Development of Product Design club
Introduction of Engineering to students in 2015
Will fast-tracking, early entry or acceleration to an older age group be considered and what measures will be taken both to support these pupils and to ensure that they continue to make progress?
All students start the GCSE course in Year 9.
Introduction of short courses with the possibility to convert to full course in same amount of time as short course should be done.
Completion of one or more of the technology GCSE’s (Graphic Products, Compliant Materials)
Provision in lessons
How do D&T schemes of work and lesson plans reflect the demands to be made of the more able pupils?
The SOW should offer the following:
Opportunities for pupils to develop as independent learners.
Scope for more open ended challenging design briefs agreed by negotiation.
Consideration of more demanding issues e.g. local community projects, Sustainability.
The accommodation of competitions such as New Designers
Lesson plans should include:
Strategies to ensure differentiation using extension activities, rather than just differentiation by outcome.
The use of the school intranet/ DT webpage to extend more able pupils.
Activities which accurately reflect the profile of individual learners.
How will the need for faster pace, more breath and greater depth in the subject be met?
Schemes of work which have been reviewed to ensure that the more able are appropriately challenged and can access the higher levels and grades.
Structured lesson plans to include extension activities, opportunities for higher order thinking, creativity, paired & group work, where appropriate.
The use of the school intranet/DT Webpage to provide access to a wider breadth of information for pupils to draw on.
The deployment of in-class support e.g. TA/Technician.
The use of CADCAM equipment/software.
How are the thinking skills needed in D&T to be developed?
More rigorous, challenging design briefs/activities set with clear targets.
Use of KS3 D&T Framework materials and activities.
Providing thinking time for students to reflect on their learning (metacognition) – What & How – using mini-plenaries and plenaries.
Leading and learning - work in pairs to teach, observe and discuss improvements.
How will different learning styles of pupils be catered for?
Planning - use of various teaching styles to accommodate the needs of visual, auditory and kinaesthetic learners during a lesson or series of lessons.
Using a variety of KS3 Framework activities to enhance Teaching & Learning.
A variety of resources e.g. on-line investigations, books, involvement of outside community, placements, visiting speakers, visits.
How will homework and independent learning be used to enhance their education?
Homework which involves extension activities for pupils who are moving ahead or are investigating a more personalised project.
Applying knowledge, skills & understanding from other areas of the curriculum to their projects.
Differentiation in all lower school tasks
How is assessment, both formative and summative, used to enable suitable targets to be set and appropriate progress to be made?
Benchmarking/diagnostic assessments on entry for early identification of G & T pupils.
Clear learning objectives and differentiated outcomes set and shared with pupils in all lessons.
Success criteria shared, but preferably negotiated, with pupils.
Assessment criteria written in pupil speak and shared with pupils on the front of folders and on webpage
Opportunities for self and peer assessment planned into lessons.
Starter activities might involve setting short-term targets for the lesson.
Time in the lesson for pupils to reflect on their progress and set further targets.
At the end of a unit or module of work, pupils might undertake a summative self-assessment and agree targets for future units/modules.
- Regular data tracking and monitoring of pupil standards.
How does the learning climate within the classroom support and encourage the more able?
The policy should describe a learning climate which might include:
Pupils feeling confident to take risks and try out creative design ideas.
A mutual respect between pupils & teacher and pupils & their peers.
High expectations of the more able pupils.
Positive / Supportive – where the more able pupils are encouraged to work independently with the teacher acting as a facilitator.
The opportunity for pupils’ successes to be celebrated, e.g. through displays of work.
What opportunities are there for activities beyond the classroom?
Visits to see professionals working in their own environments.
Lunchtime / after school clubs.
Visits to exhibitions, universities, conferences.
Taking part in competitions.
What provision does the department make for Study Support for the more able?
All study materials made available on the school webpage
Lunch / after school study sessions.
Master classes on specific topics.
Workshops on Thinking Skills, Study Skills, Creative Designing.
To what extent is there collaboration with outside agencies?
At this stage this is limited and needs to be addressed by 2015
How are teaching assistants, learning mentors and other adult helpers used to support the more able?
TAs and technicians should be made aware of lesson plans & extension activities.
Learning Mentors should support the more able pupils who have low self-esteem (identified by using a PASS survey).
TA’s may be used in practical sessions if more able have produced a more complicated design proposal which needs extra processes/skills to complete.
Sixth formers may be used to support pupils.
How is ICT used to enhance the education of the more able?
Provision of ICT resource areas allows immediate access.
School intranet/Virtual Learning Environment provides access to a wider range of design possibilities and stimuli.
Use of industrial grade CADCAM software and hardware allow rapid prototyping and high quality outcomes, which can be mass-produced.
CADCAM facilities provide a clearer understanding of industrial applications.
9. Monitoring and evaluation
Who is responsible for liaising with the school coordinator and developing good practice for the more able in your department?
Head of department or designated G & T teacher within the D & T department.
How is the effectiveness of this policy to be measured?
Attainment of more able.
Progress of more able throughout a Key Stage.
Level of pupil motivation and engagement.
What targets does the department have for its more able pupils?
A* and A at GCSE
A* and A at A-Level
How and when is the progress of individual pupils and groups monitored?
Monitoring sheets, self-assessment / peer-assessment.
Target sheets – pupils can track progress of what is expected.
Monitoring of colleagues’ work by Head of Department by sampling.
Colour coding to compare progress made with expected progress.
At the end of each project / termly (depending on the nature of the task).
What CPD is needed or will be provided?
Departmental meetings & coordinators’ meetings for sharing good practice within school.
Twilight meetings to share and discuss good practice, resources and strategies.