The Design & Technology AssociationDeisgn Council

The Design Mark

The Design Mark

Evidence portfolio: Cardinal Allen Catholic High School

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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:

Why has this evidence been included?

The heads statement has been included as evidence as it is essential that the head and therefore the governors support a shared design ethos within our school.

The business manager's statement continues to demonstrate the schools commitment to incorporating designed elements into our school and issiues of sustainability all of which filter down from the D&T department.

The magazine article has been included to show the commitment we have to having highly designed areas but also how these enhance education and how we want to share our ideas with others

The school website is developing the D&T pages show numerous images of our department.

The school is a green flag eco school which was led by the D&T department.

The school garden has been included as it is a good example of the influence D&T has on the whole school. This area was designed by the D&T department but is now a whole school resource.

The newsletter shows how a in house design style has been developed.


What does this evidence demonstrate?

The head's statement deomonstrates the commitment of the head and governors to having a well designed school from the building, furniture to the corporate feel. The use of design to enhance the school has been led by the influence of the D&T department. The head's statement also demonstates his continued commitment to the D&T department.

The Business manager's statement again demonstrates the influence of our department on the direction the whole school takes. Issues of sustainability are now embedded into school policy.

The design magazine article demonstrates the quality of our design but goes further to show the importnace we put on teaching and using design to enhance education. Pupils have a strong sense of good design not just through being taught but mainly through spending every day in a well designed environment.

The web site although continuing to develop shows the overall look of the school and it is clear to see that the school takes design seriously. Sections under community show the eco school work and the school garden. Subject areas such as art were desined and made by the D&T department.

The design of the newsletter shows that the school understands the importance of design and image within the school environment. The D&T department has a page and along with PE it can be seen as a major force in the school which demonstrates a high profile.

Support files:

Design Mark comment head.doc

D & T Input by Business Manager.doc

design mag design mark.pdf

design mag design mark 2.pdf

Example of one of the many A1 posters around the school.doc

To see more of our garden design goto community eco school and then additional resources.doc

Nov 10 newsletter.pdf

   

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

Responses:

Why has this evidence been included? The department feels strongly that design education has to be embedded into school life;  this view is upheld by the headteacher, SLT and governors. Pupils need to understand the importance of how quality and innovative design enrichs our lives at all levels. We have tried hard to develop both pupils and staff understanding of the importance design plays  in a society living in a designed world. As mentioned in other sections our school carries out regular rigouros subject reviews. These reviews are focussed on developing the quality of teching and learning. The reputation of our department is very high and the whole school is aware of the influence the dept has on pupil progress, quality of design around school and the initiation of many whole school initiatives ( such as the star system of assessment which is now being used in all departments). The staff of the DT department understand that one of their main roles is to constantly develop the quality of design taught. I give teachers total automony to develop their curriculum, however the curriculum is then evaluated by all team members in order to maintain standards. This method of working has encouraged staff to take risks, fail on occasion but ulitimately develop a curiiculum fit for teaching design in the year 2011. All staff attend the DT show every year as a dept we also invite governors and the SLT. We also have the north west DT festival which we always attend. One member of staff goes to the festival and they then feedback to all staff through an inset. One member of staff is taking their masters in design education through middlesex university. Their work will improve and enhance the quality and type of design education taught. All staff are asked to produce mini development plans in order to develop their specialist areas they are encouraged to ask for the world!! In order to embed design further and impress upon pupils how all areas of DT work together to design products we have developed collabrative projects within textiles and electronics. Staff are encouraged to seek out inspirational inset to attend or buy in. The department also encourages designers / chefs to come into school to talk about their work. As CL I have encouraged staff to write articles for DT association and be involved in design publications. As CL I have written a book for practical action ( albiet in 1992) contributed to Practical actions sustainability teaching pack and written articles for DT magazine. Presently one staff member is working on writing about a joint textiles and electronic project. Our school photography club is taking a range of inspirational pictures of pupils designing to be used by DATA. At our June meeting we discussed a range of projects; we had too many ideas and i rationlised a series of projects within the dept. We work very well together and work in a collabrative way. 


What does this evidence demonstrate?

 The mini development plans show how staff are encouraged to develop specialist areas in order to develop quality design. Staff are challenged if it is felt the plan is too safe. The electronics plan has been challenged and higher challenges will be set in the future.

The samples of publications i have included demonstrate my commitment to developing design education.

The vision statement is clear and simple but it also sets a clear goal for the staff.

The schemes are there to demonstrate that staff write and develop their own schemes and we are constantly looking for excellence. We continue to develop our schemes.

The picture of textile inset work shows that the teacher produced a positive outcome using skills which can be applied to our curriculum.

The lesson obsevation is evidence of the robust audit the head carries out on the dept. It demonstrates an outstanding lesson and gives clear evidence of the quality of teaching. Other obsevations were both good with outstanding features.

The June meeting collabrative project document is an edited version of our meeting. These projects are well on. The joint textile electronic project is completed and being used. New trips have been planned and clubs re organised. The staff are very efficient and work well together. I have run out of support doc area so have included it here.

 Notes from D&Tmeeting June 2011 extra evidence would not fit in upload supports comments made about collabrative work.

It is essential that all areas of the dept are intergrated; as discussed at our meeting we are going to develop some collaborative projects. Some of these are project led and some are curriculum based.

Solar light project; this is to be developed between Helen and Leanne in order to develop electronic textiles but more importantly a joint project based around a solar light. This project will be ready by sept 2011.

Rendering Project; this will be led by Helen and Leanne but will be used by all staff as an introduction to presentation. This project has come out of the research we carried out into presentation.

Extra curricula activities; Ed and Laraine will audit our extra curricula work in order to bring some continuity to this area.

Trips and Visits; Ed will look at a new timetable for yearly trips and see if we can have a co ordinated approach to this. Jo will help ed on this task.

Risk assessments; Ken will work with Helen and Ed to develop a pictorial risk assessment system.

KS3 overview. It is time we revisited an audit of teaching within the dept to make sure we are covering all areas adequately. This will be started at our Nov meeting.

Plese start working together and there will be time to feed back at each dept meeting. Remember we need to be pro active..

Ed June 2011

Support files:

eds mini dev plan.pub

helens dev plan electronics.pub

Textile dev plan.pub

Links to show evidence of publications I have written or been involved in.doc

Vision statement for design education..doc

Yr 7 Licence to cook SCHEME 10-11.doc

yr7 practical scheme 10-11.doc

This is a piece of Work produced by Leanne Lynch teacher of textiles who went on a creative textile course at Blackpool 6th form on 29.doc

L. Barrett 29th June2011[1].pub

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

Responses:

Why has this evidence been included? This evidence has been included because it shows we always want to search out new and exciting ways of educating our pupils about design and the real world. We firmly believe that by having guest and practising designers come in to school we can inspire a new generation of designers and engineers. we are now developing a list of speakers which ourselves and other schools have found inspirational.


What does this evidence demonstrate? Doc1 demonstrates our understanding of the importance of outside speakers coming into school. The bloodhound team gave a very inspirational talk to our pupils about how designing, engineering science and maths all need to work together. DOC2 demonstrates the fact that we understand the importance of challenge days and input from people other than teachers. We belive strongly that a good design education requires many different elements in order to inspire and motivate. DOC 3 provides eveidence of pupils taking part in activity days. Doc 4 once again demonstrates our commitment to outside influences. In this case the aim was to motivate the Year 10 by having a young up and coming product designer to talk to them about their day to day work. Doc 5 demonstrates our commitment to food and the fact thet we utilise proffesional at one of the country's leading food colleges. Doc 6 demonstrates how we work with real designers. We often have fashion shows and always have a mixture of pupils work and that of professional designers and local companies. This type of fashion show gives a real insight to our pupils of how designers work and how the retail world works.

Support files:

blood hound info from newsletter.pub

Stem day info from newsletter.pub

Bloodhound and stem pics.pub

sprokit speaker.pub

proffesional chef day.ppt

Ticket for our fashion show.pptx