The Design & Technology AssociationDeisgn Council

The Design Mark

The Design Mark

Evidence portfolio: Hurst Park Primary

Go to Values section Go to Values section Go to Teaching section Go to Learning section

BELIEFS AND VALUES ABOUT DESIGN EDUCATION

Status - 2 Values1: Value, status and importance of a design ethos in the school – how is this demonstrated throughout the school?

Responses:

This evidence has been included to demonstrate that design education is highly valued at Hurst Park and is embedded in our curriculum and school ethos.


The evidence demonstrates that the ethos is driven by the headteacher and staff, and that it permeates not only the school's curriculum but the design of the school, its resources and its appearance also.  This is reflected in the design of our website: www.hurst-park.surrey.sch.uk which won a 'Golden Owl Award' for website design, and is evident in children's work in all curriculum areas, not only those with a design focus.  This is shown by the inclusion of a child's geography project which reflects the school's design ethos.



Support files:

Statement from head.pdf

Geography project showing ethos of good design.pdf

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Status - 2 Values2: Embeddedness and sustainability of design education in the school – how well is succession planning embedded?

Responses:

This evidence has been included to show the embeddedness and sustainability of design education at Hurst park.


The evidence demonstrates that design education is included as a part of a schedule of subject reviews in both staff meetings and in classroom monitoring.  Professional development in design takes place and the school is a member of DATA.

Support files:

staff meeting list.pdf

staff meeting d&t.doc

Courses.pdf

DATA course confirmation(1).pdf

   

Status - 2 Values3: Professional practice connections – does the school bring in or work with professional designers or makers?

Responses:

This evidence has been included to show that Hurst Park pupils regularly get the opportunity to work with professional designers and makers.


The evidence demonstrates Hurst Park's involvement with professionals, such as designers from Island Barn Aggregates who helped pupils turn their ideas for a school environmental area into a reality.  Pupils also visit the design museum where they get the opportunity to work with professional designers.  Recently, all pupils have worked with Jane Ponsford, a professional designer, on sculpture work using sustainable materials, year 4 have worked with Elmbridge Museum on designing and making Tudor puppets, and our foundation stage worked with design students from Nottingham University.

Support files:

Environmental area.jpg

Picture1.jpg

Design Museum letter(1).pdf

Jane Ponsford letter.pdf

Foundation Stage product design visit.jpg

 

Status - 2 Values4: Personalising design education– how do you involve pupils in planning and evaluating the design curriculum?

Responses:

This evidence has been included to show that we involve pupils in planning and evaluating the design curriculum.




The evidence demonstrates that, at Hurst Park, we vary the curriculum to take into account the school's local context.  For example, many of the gardens in the school grounds have been designed by pupils.  Similarly, when the school council decided that they wanted a mosaic to brighten up the wall outside the entrance hall, this was designed and made by pupils working alongside a professional potter.  Similarly, the school council also held a competition to design a 'buddy bus stop' for the school playground.



Support files:

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Status - 2 Values5: Community connections – how does the school work with the wider community groups seeking to make potential design scenarios real?

Responses:

This evidence has been included to show that Hurst Park has developed good design links with the local community.




The evidence demonstrates the good range of local links developed by Hurst Park.  Year 5 pupils regularly attend a 'Design & Technology Challenge' at Heathside - a local secondary school;  years 4 & 6 recently designed, in conjunction with the Marie Curie Cancer Trust and Island Barn Aggregates, a 'Field of Hope' daffodil garden which they planted on the site of a local former gravel extraction site.  In 2000, pupils worked in conjunction with the local residents' association to design the engravings on the 'Millennium Marker' which was installed on the site of the former Hurst Park racecourse.


Support files:

Heathside challenge.pdf

Field of Hope.jpg

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Status - 2 Values6: Sharing practice – in what way has the school demonstrated it’s commitment to sharing good practice locally?

Responses:

This evidence has been included to show that Hurst Park shares good practice locally.


The evidence demonstrates that Hurst Park has provided INSET on using 6 Thinking Hats to evaluate design to several other local schools.

Support files:

INSET overview.pdf

ELM inset feedback.pdf