The Design & Technology AssociationDeisgn Council

The Design Mark

The Design Mark

Evidence portfolio: Newtown CofE Primary

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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:

One of the proudest moments for Newtown CE Primary School was when we asked by Gareth Pimley, Shropshire’s School Improvement RAISE Advisor for primary design and technology, to help deliver a presentation at the HMI Dissemination Conference held at QCA headquarters in London on the 7th November 2007. The theme was ‘what do we mean by good practice in primary design and technology?’

 

The copy of the power point presentation is included here as evidence to show that the school places a very high value on the subject and considers it to be central to children’s learning. But also to show that the work we do and the standards we achieve with our children are recognised as demonstrating good practice.

 

The presentation demonstrates that the high status the subject receives in our school is as a direct result of a whole school infrastructure of support, commitment and dedication to the subject. The tiers in this successful infrastructure start with the head and filter through the subject leader, class teachers, teaching assistants, children and parents and governors, but it also serves to demonstrate that central to good practice is the support a school receives from it's local authority. Primary schools in Shropshire are extremly privaledged to have outstanding support from Gareth Pimley and his passion for the subject has been an inspiration to us.  

 

 

There are two additional articles submitted. These are both articles that have been published and further serve to detail how we feel design and technology can be used to enhance and raise standards in other areas of the curriculum.

 

The first article was written together with the head and subject leader. It explains how we have worked hard to raise the profile of the subject in school and how we manage the delivery of the subject in our school.

 

The second article was written by our head teacher Mrs Chris Brown. It outlines what a massive opportunity design and technology provides for raising the standards of writing and maths in primary schools. How it allows children to access those higher order thinking skills and develops the social and emotional skills in the curriculum.

 

Please note to access this piece of evidence please click on the title of the article in the evidence box.

 

The two photographs are favourite photographs from our collections. The pride on the younger children’s faces and the concentration on the face of the older child as he works hard to solve a very difficult problem I think proves that what powerful vehicle this subject is for the delivery of key emotional and social skills that children need for their time at school and for their future life.



Support files:

Leading_and_managing_D&T_-_HMI_Dissemination_Conference_06.11.07(2).ppt

1.1 Best practice website.pdf

D&T 2 article.pdf

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

Responses:

Succession planning is all about planning for the future. It is about ensuring that the subject not only maintains its status within the curriculum but that it continues to evolve and develop and as it does so standards of attainment are raised, teachers and children’s knowledge and skills are built upon and the curriculum continues to be exciting, meaningful and memorable.

 

For Newtown CE Primary School the key to ensuring that these aspirations are achieved is through a three year action plan and this is presented as our evidence for this element.

 

It demonstrates that we have very carefully considered all aspects of the subject and planned for each area to be built upon and developed. It is written in sufficient detail to ensure that should the subject leader change, the new coordinator would be well placed to see key priorities for development.

Support files:

Subject Leader Three Year Plan.doc

   

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

Responses:

For many of our assignments we ensure that children have the opportunity to look at the work of designers and engineers. The table of evidence included serves to illustrate the designers we have already used in our work.

The additional photographs demonstrate how we have used the work of three designers to widen children’s awareness about the importance of design most importantly how design impacts upon everyday familiar objects.

The photo montages we have put together are designed to be used at the beginning of a design and make assigment and would help to place the project in context.  It would also help children to understand the range of designs that are made by one designer and how designers oftern seek inspitartion from the world around them.  

 

The last photograph that has been included shows how we are trying to highlight to children how even everyday, seemingly mundane, objects have been very carefully designed for specific users in mind.

This display was inspired by a course run on designing by Sandie Kendall.

 

Our plans are to ensure that each term we produce a display based on a different everyday design.

Autumn term 2008 - kettles. Spring 2009 - gloves. Summer 2009 - cars. 

Children would be involved in the collection of photographs and creation of the display.  

 

The school is currently seeking to secure funding to enable us to work more closely with professional designers and makers in school. This is an area that we are keen to develop further and by pursuing this we feel children’s understanding about what design is and the ways in which design ideas are generated would serve to really enhance our curriculum.

 




Support files:

1.3 The use of designers in the curriculum(1).doc

Lulu Guinness.pdf

brunel the brilliant.pdf

philip treacy.pdf

   

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

Responses:

A copy of the sheet that staff use to find out children's views has been included. The information that is gathered from the questionnaires feed in to subject leaders annual monitoring reports and then impact upon the themes planned for and delivered in the school.

 

This demonstrates that children’s view are sought and valued.

 

Support files:

1.4 Questionnaire for seeking pupils views on learning.doc

   

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

Responses:

The pieces of work have been included to show that we have been mindful of the importance of ensuring the projects we plan have real users and real purposes that are linked to the local community.

 

They demonstrate that we do have community connections and seek to make real life connections with the people and environment in our locality. The evidence submitted shows two DMAs that were completed with the local community in mind.

The first project was a DMA that involved the children designing and making pull along toys for the children in the nursery. The word document is copy of the medium term planning and has been submitted to show the focus for the activity and how we planned for progression and differentiation within the project.

The powerpoint then goes on to show the results of our work.

The second DMA focused on children designing and making playground equipment and shelters that would be used in a new playground and extended field area that was to be funded by the local NCRA group – Newtown Community Recreation Association.

The two photographs show some of the work we completed for these topics.

 

Support files:

1.5 RH DT toys.doc

1.5 A pull along toy for the nursery(1).ppt

 

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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:

The three pieces of evidence have been submitted to show that we have provided a significant amount of training locally and that the training we have provided has been appreciated.

The evidence demonstrates that by committing our selves to delivering this training we recognise how valuable and worthwhile an exercise it can be.

The first table of evidence shows a record of all the training we have provided locally and nationally up to January 2008.

We will update this record annually ensuring that all training from the previous year has been included.

 

The jpg of the thank you letter shows that the training we provided was well received.

 

The pictures from the NEC ICT and DT show are of the stand we produced for that show. We aimed to display a wide range of work we had completed at school as well as demonstrate through live teaching and pupil demonstration how confidently and skilfully our children could work through a range of FPTs and design activities.  

 

 

Support files:

f training(1).doc

1.6 Thank you letter for training provided(1).doc

NEC ICT and D.doc

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