Churcher’s
College
Design and
Technology Department Handbook
Updated Jan 2009 M Parrish
Contents
Teaching
methods and approaches
Policies<= o:p>
Discipline<= o:p>
Results<= o:p>
Budget<= o:p>
Capitation<= o:p>
Ordering<= o:p>
Links
with parents and the community
Timetables<= o:p>
Accommodation<= o:p>
Course
outlines/schemes of work
Libraries<= o:p>
Resources/materials<= o:p>
Tools<= o:p>
Equipment<= o:p>
Minutes<= o:p>
Visits<= o:p>
General Statements
The policies in this document are specific to the acti= vities of the Design and Technology Dept. They should be followed within the conte= xt of the whole-school policies which are available to teachers on the school network (in the Staff Pool) and are printed in the Staff Handbook.
Any queries or suggestions relating to these policies = should be directed to the Head of department, who is responsible for keeping them updated and for sharing the information amongst colleagues.
Aims and Objectives<= /h3>
Our Aim is to provide a high quality of education for = pupils in a broad range of areas relating to design and manufacturing. We aim to stimulate interest, promote investigation, questioning and analysis and dev= elop problem solving skills. We offer a combination of traditional and modern manufacturing techniques and strive to keep up with current industrial practice. We support pupils and encourage them to become autonomous and abl= e to use their own initiative.
When pupils complete their time with us, they should b= e well prepared with the skills and knowledge required for a successful career in = any area of Design and Technology, if that is their choice; or if not, at least with an appreciation and interest in the designed environment in which they live and some valuable, transferable skills.
Teaching methods and approaches=
Teaching and learning should, whenever possible, be supported by practical examples and practice.
Pupils should be provided with opportunities to identi= fy and solve problems, develop their own ideas and choose appropriate solutions.
Teachers should stimulate questioning and investigatio= n, facilitate problem solving and practical work and promote independence.
Teachers should guide and oversee pupils in order that= there is a high likelihood of success in the outcome of their endeavours.
Teachers should develop their own skills to a high eno= ugh level to successfully demonstrate to the class and prepare examples of the = work expected by the pupils.
A variety of presentation techniques should be used to maintain and promote interest. The use of ICT including slideshows, video a= nd prepared graphics is encouraged as is the use of practical examples and demonstrations. Supporting worksheets and handouts should be of a high qual= ity and specific to each project.
Pupils should be able to build up and refer to a set of resources (printed and electronic) in addition to their text books, in order that they may successfully prepare for future exams. Where possible, resour= ces should be uploaded to www.c= hurcherstechnology.com
Policies
Health and Safety
The Health =
and
Safety at work Act 1974 States that everyone has a duty to take care of the=
ir
own safety and also that of anyone else who may be affected by their acts or
omissions
We are prou=
d to
have an excellent safety record in the department, which is due to a
combination of good communication, clear rules and instructions, proper
training and supervision, a safe working environment and well-maintained
equipment.
It is the d=
uty of
all of us to ensure that all pupils, colleagues and visitors are protected =
from
harm whilst in the department.
There are many additional whole-school Health and Safe= ty policies which are available to teachers on the school network (in the Staff Pool) and are printed in the Staff Handbook.
Communic=
ation
The diagram=
below
details the lines of communication within the department for safety issues.=
All members=
of the
department have a responsibility to act independently if they believe the
actions of any other person are likely to lead to an unsafe situation affec=
ting
pupils, employees or visitors.
![](3D"handbookoutline_files/image004.gif")
<=
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Responsibilities and records
The followi=
ng
sub-sections give details of the expectations for members of the department=
and
examples of the forms used for keeping records of safety briefing.
Responsibilities of All D & T Teachers and the
Technician
Co-operate with the safety policy of the school as a w= hole and the safety policy of the Design & Technology department in particul= ar and to implement these policies.
Read all the safety documentation given to them and to= act upon it, altering their actions in the classrooms and workshops accordingly= .
Exert discipline over the pupils to create a safe work= ing atmosphere (the technician should report any discipline problems to the tea= cher responsible for that pupil at the time).
Frequently reinforce the need to work safely, especial= ly regarding the use of goggles and avoiding overcrowding around machines.
All staff must set a good example of compliance with s= afety rules themselves by, for instance, wearing the appropriate safety clothing and/or equipment, tying long hair back, only using tools and machinery for = the purpose for which they were intended and by clearing up afterwards.
Teachers mu=
st
ensure pupils are properly instructed and appropriately protected before us=
ing
any equipment.
Some equipm=
ent
including the router, dimension saw and biscuit cutter should only be opera=
ted
by a member of staff. Exam group pupils should be encouraged to set up for =
the
cuts though (with power switched off).
Hazardous e=
quipment
such as the large bandsaw and wood lathe should only be operated by exam le=
vel
pupils who have received individual instruction. Even then they must be clo=
sely
supervised at all times.
Make sure that pupils do not have unsupervised access = to workshop area and hazardous equipment or materials.
Ensure that the appropriate machines and equipment are padlocked whenever they are not in use, so that specific permission has to = be gained for each subsequent use.
Turn off the power in room 51 at any time during the d= ay when it is not required for supervised work.&nb= sp; The last teacher or technician in the block should turn off the powe= r to the main workshop circuit (rooms 53, 54, 55, the office and the materials preparation area) at the end of the day.
Ensure that all safety equipment (for instance fire extinguishers) is kept in its designated place ready to hand. The main gang= ways clear and the doors and emergency exits should always be accessible.
Attend to any accidents within the department as the immediate circumstances dictate and as the school safety policy describes.<= /p>
Small cuts, grazes etc. may be seen to by a qualified first-aider (ALL Design & Technology staff are encouraged to become first-aiders), anything more serious should be seen to by the matron on dut= y in the College House surgery. Sh= e will decide upon the appropriate action and whether it is a "reportable&quo= t; accident.
Record the details of any accidents and the action tak= en in the record (kept inside the first aid box in room 54).
To sign a register saying that a copy of these Design = & Technology staff responsibilities has been received, understood and will be complied with.
Extra Responsibilities of D & T Teachers
Distribute the Design & Technology Department's "SAFETY POLICY and RULES" to all Design & Technology pupils a= nd to go through it, explaining it as necessary, at the start of each academic year (or when the pupil joins, if part way through the year).
"Register" the pupils once the rules have be= en given to them and explained and to file the registers in the appropriate pl= ace in the departmental office.
Demonstrate any new process when necessary (new =3D ne= w for the pupil(s)) emphasising all safety points and to remind pupils of these points from time to time during their work as appropriate.
Report to the technician any machinery, equipment or t= ool that is found to be damaged or in any way unsafe to use.
Extra Responsibilities of the D & T Technician<= o:p>
Remove (if possible) any machinery, equipment or tool = that is damaged or in any way unsafe to use, for repair or replacement. If it is not possible to remove a = piece of machinery, for instance, it must be isolated from its power source and clearly labelled that it is not to be used.
Maintain all the tools, equipment and machinery in a g= ood state of repair and to carry out periodic checks that this is the case (at least once a year).
Check that the first aid kits and eye wash stations wi= thin the departmental have been maintained and replenished as necessary. Repleni= shment is usually carried out by the Matron on our behalf.
Maintain and update the Health and Safety – Risk Assessment folder (kept in the Technician’s office) and to check that staff and pupils using the equipment are adequately protected in accordance= with the guidelines.
Extra Responsibilities of the Head of the D & T Department
Ensure, as far as is reasonably practicable, that work= ing practices by the teachers and technician within the department do not give = rise to risk to the health and safety of pupils, employees of Churcher's College= , or any visitors.
Disseminate safety information as appropriate to teach= ing staff and the technician and to make a resource of necessary safety referen= ce information available in the Design & Technology office.
Check that the teaching staff and technician are quali= fied and/or experienced in the use of all equipment and machinery they operate a= nd to arrange safety courses as appropriate.
Arrange, in consultation with the Safety Committee, for appropriate risk assessment to be carried out by qualified professional bod= ies (for instance dust extraction assessment as according to COSHH regulations)= .
Maintain records of inspections and assessments relati= ng to Health and Safety.
Extra Responsibilities of the D & T Cleaner
The cleaner has her own arrangements but is expected to exercise a duty of care for her own safety and other members of the departm= ent.
Safety instruction and information is available from t= he Bursar regarding cleaning.
Departmental safety issues are communicated by the Hea= d of department.
Example =
of Safety
Rules
The followi=
ng sheet
is handed to pupils and explained at the start of every academic year.
<= o:p>
Safety Policy and Rules!
All Pupils are expected to behave safely and sensibly = in the workshops. In law all pupils and staff have an individual duty to take care= of their own safety and that of anyone else who may be affected by their actio= ns or omissions. Below is a list of rules that you must agree to adhere to when you work in the workshops. They help to keep us all safe while we work together.
|
Rule Number |
Instruction |
Notes |
|
1 |
Only enter a workshop when a member of
staff is present |
Wait quietly in a q=
ueue
outside the building before your lesson |
|
2 |
Only use a tool or machine if you hav=
e been
instructed how to use it correctly by a member of staff at Churcher’=
;s
College. Only use it if you have permission |
Even if you have us=
ed one
at home! If you are uncertai=
n how to
use it, ask us to explain it again! |
|
3 |
Always make sure a member of staff is=
aware
of your presence in the workshop and what you intend to do |
Especially importan=
t at
D&T Club sessions! |
|
4 |
Always wear an apron and proper shoes=
(not
sandals) when doing practical work. Keep all loose clothing tucked safely=
out
of the way. Girls with long hair must tie it back |
Ask for a rubber ba=
nd if
you need one! Roll up long sleeves and tuck your school tie end in the ap=
ron |
|
5 |
Extra protective clothing must be wor=
n when
required |
Goggles and gloves =
are
required for some activities |
|
6 |
Any accidents, however minor, must be
reported to a member of staff straight away. |
We need to check to=
make
sure everyone and everything is safe |
|
7 |
Keep all areas tidy. Put tools away i=
n the
correct place as soon as you have finished with them. Sweep down benches =
at
the end of the lesson. |
An untidy workshop =
is an
unsafe workshop! |
|
8 |
Only use tools for the proper purpose=
for
which they were designed. Only use them in the way we show you |
It is easy to hurt =
yourself
doing things the wrong way! |
|
9 |
Always report broken or damaged equip=
ment
to a member of staff straightaway |
We can replace it a=
nd make
it safe. |
|
10 |
Only one pupil should operate each ma=
chine.
Don’t distract them and keep well away. |
There are often yel=
low
safety areas on the floor. Only the operator is allowed in them! |
|
11 |
Always wait for permission before swi=
tching
on electrical or gas equipment, even if you know how to use it. Switch it=
off
afterwards |
Some equipment is i=
solated
and locked at the wall |
|
12 |
There are a few machines you are N=
EVER
allowed to operate; The Circular Saw, The Planer/Thicknes=
ser,
The Electric Router, The Biscuit Jointer, The Arc welder |
You might be asked =
to help
set them up but you can’t operate them. |
|
13 |
Keep out of the Office and the Materi=
als
Preparation Area in the main workshop unless you have been specific
permission to go in. |
Sometimes you might=
be
asked to fetch something! Use common sense though; if the saw is running,
stay out! |
|
14 |
Let your teacher know if you have a
long-term medical condition that might affect your safety or well-being i=
n the
workshop |
Let us know if you =
feel
unwell during a lesson too! |
|
15 |
Sign a register each year to say you =
have
received and understand these rules and will adhere to them |
If you want another=
copy
just ask! |
Fire!
In the event of fire, inform the nearest member of staff immediatel=
y.
Leave the building by the nearest exit in an orderly manner.
Assemble on the field in the correct place.
If you pass a fire alarm, break the glass to set it ringing
<= o:p>
<= o:p>
Teaching Staff Absence and Lesson Cover Arrangement=
s
If a member of the teaching staff is absent, he/she sh= ould make every effort to set appropriate work for the lessons that will be missed. If the absence is kno= wn in advance (having gained permission from the Headmaster) it should be discuss= ed with the Head of Department first.
Since the teachers who are assigned to cover the lesso= ns are not likely to be Design & Technology specialist qualified teachers, the work must be suitable for them to supervise. The overriding guideline for this = should be that:
Any teacher may supervise work that one might reasonab= ly expect a child to do either at home or in primary school.
Therefore, when under supervision by a non safety trai= ned teacher, pupils may still use the junior tool sets if they have previously = been instructed in their use by their normal Design & Technology teacher.
However, pupils may only be supervised by non safety t= rained teachers in rooms 51, 53 and 57.
If at all possible the power should be switched off in= the room(s) concerned, so that none of the machinery (for instance, the scroll saws, sander and drill in room 51) may be used. If there happens to be no member o= f the Design & Technology teaching staff anywhere in the Goodfield Block at t= he same time as a non safety-trained teacher is supervising a lesson there, the power MUST be switched off in all the workshops.
Any Design & Technology teaching staff, and/or the technician, present in the Goodfield Block, should aim to assist the cover teacher in so far as the running of their own lesson (if they have one) dictates. This is particularly important at the beginning and end of the lesson, when handing out and collecting equipment.
If, for some reason, neither a Design & Technology teacher nor technician is present in the Goodfield Block, ALL other teaching staff and pupils should be denied access to the Goodfield Block.
Assessment and recording=
Aims
We aim to mark pupil’s work regularly and prompt= ly. This reinforces their understanding of our expectations and enables them to= get helpful feedback about their progress.
As a guide KS3 pupils should expect one piece of work = to be marked each week. KS4 pupils will tend to have coursework marked at less frequent intervals depending on the stage of the project, but will also be assessed on theory assignments. Sixth form assessment will follow a similar pattern to KS4.
All teachers’ record marks in their mark books i= n a clear and structured way, which enables comparison between pupils/groups to= be made.
The attainment grades that we give to ALL pupils on th= eir reports and at 1/2-term are those that we believe they would gain at the ne= xt examination level... if they continue to progress in the way they are at the present time.
Merit stickers are awarded to pupils for individual ef= fort for a particular piece of work. A pupil does not need to get full marks to = gain a sticker. It is hoped that during the course of a year, every pupil might = have the opportunity to win a sticker and teachers are encouraged to use them to develop a positive attitude amongst pupils.
Tests
We do not normally need to give regular tests (or are = not in a position to do so) due to the project based nature of the subject. End of year examinations for KS3 a= re devised internally. Trial/mock examination papers for GCSE and A-level stud= ents are usually based on past papers and are marked and graded using historic boundaries set by the exam board.
Subject prizes are awarded at the end of the year. The= names of the best five pupils in each year group are passed to the Deputy heads. = The pupils are usually those who have performed best in the end of year exam or= in exam coursework. Where a tie occurs, weighting is given to pupils who have performed well in their design projects throughout the year.
Marking range used in Department
Marking of individual pieces of work follows a set pat= tern throughout the school leading towards GCSE and A-level. Pupils marks are based on the foll= owing (whole-school) scale of merit, based on marks out of ten: The expectation is that most pup= ils should get at least a 7 out of 10 unless something has gone wrong.
|
Mark/10 |
Equivalent Percentage |
Equivalent Grade |
Description |
|
10 |
100 |
A* |
Excellent |
|
|
95 |
A* |
|
|
9 |
90 |
A* |
Very Good |
|
|
85 |
A |
|
|
8 |
80 |
A |
Good |
|
|
75 |
A |
|
|
7 |
74 |
A/B |
Mostly good |
|
|
65 |
B |
|
|
6 |
60 |
B |
Good in parts |
|
|
59 |
C |
|
|
5 |
50 |
C |
Satisfactory |
|
|
45 |
C |
|
|
4 |
40 |
Just C |
Barely satisfactory |
|
|
39 |
D |
|
|
3 |
30 |
D |
Unsatisfactory |
|
|
25 |
D |
|
|
2 |
24 |
D/E |
Very unsatisfactory |
|
|
15 |
E |
|
|
1 |
10 |
E |
Appalling! |
We publish the following table as a poster in each roo= m so that each pupil can gauge their performance.
|
Mark |
Explanation |
Teacher status! |
|
10 |
An
excellent piece of work in every respect. Or a piece of good quality work=
of
the type that would normally be expected from a much older pupil |
C<=
/span>J<=
/span> |
|
9 |
Practically
perfect in every respect. A tiny flaw or small error. |
J<=
/span> |
|
8 |
Very
good quality but a few errors or omissions. |
J<=
/span> |
|
7 |
Good
work – a clear effort made. Really, everyone should get this or hig=
her. |
J<=
/span> |
|
6 |
Ok,
enough to be satisfactory |
K<=
/span> |
|
5 |
Work
attempted but not really good enough. May need repeating with extra help.=
|
L<=
/span> |
|
4 |
Unsatisfactory
work. An explanation is required! |
L<=
/span> |
|
1-3 |
Very
disappointing! |
N<=
/span> |
Effort grading
Effort grades are separate and should reflect how hard= the pupil has worked. The school effort grade system is used as follows:
&nbs= p; Effort Grade &nbs= p; Descript= ion
&nbs= p; Ex &= nbsp; &nbs= p; Excel= lent
&nbs= p; Go &= nbsp; &nbs= p; Good
&nbs= p; Sa &= nbsp; &nbs= p; Satis= factory
&nbs= p; Oc &= nbsp; &nbs= p; Of Concern
&nbs= p; Ns &= nbsp; &nbs= p; Not Satisfactory
Whilst a Sa means “satisfactory”, it is ex= pected that most pupils demonstrating a suitable effort in order to make progress should be getting Go “Good”. Pupils who are committed and work diligently will get Ex “Excellent”.
Discipline
Discipline is covered fully in the whole school polici= es found in the Staff Pool. In order to be consistent and fair, the following extract outlines the stages of action that teachers should follow when deal= ing with behaviour or work related problems amongst pupils;
If behaviour in class is cause for
concern:
- Initial warning given by class teacher.
- If problems persist proceed to stage 1.
- It is important that HoH is informed of any significant behavio=
ur
issue quickly, because HoH may move procedure through to stage 3. If t=
his
happens HoH will inform HoD/HoF.
Stage 1: &=
nbsp; Subject teacher action and inform HoD/H=
oF and
HoH/Form teacher. If behaviour is repeated, proceed to stage 2
Stage=
2: &=
nbsp; HoD/HoF action and inform HoH/Form Teacher. The class teacher may be asked to =
deal
with issue again if trivial.
Stage 3: &=
nbsp; Head of House action [HoH involvement
already likely]
Timescale:
Repetition before moving on to next stage should be within the timescale of=
a
term. This would include second half of one term into first half of the nex=
t.
Very
serious issue referred by HoH, proceed to stage 4
Stage
4: =
; Senior
Management action
Class or prep work c=
ause
for concern:
- Initial warning given by
class teacher.
- Student does work to rectify the situation in their own time. <= o:p>
- If problems persist proceed to stage 1.
Stage 1: Subject teacher action and inform HoD/HoF and HoH/Form Teacher If further concern, proceed to stage 2
Stage=
2: &=
nbsp; HoD/HoF
action and inform HoH/Form Teacher.
Class teacher may be asked to deal with issue if trivial. If HoD is to=
be
bypassed, Head of Faculty will keep HoD informed. If the concern continues,
proceed to stage 3
Stage 3: &=
nbsp; Head of House action [HoH involvement
already likely]
Very
serious issue referred by HoH, proceed to stage 4
Stage
4: =
; Senior
Management action
Timescale:
Repetition before moving on to next stage should be within the timescale of=
a
term. This would include second half of one term into first half of the nex=
t.
In general, the key to making this system work is communication. Verbal discussions should be supported by brief e-mails to t= he relevant member of staff in order that patterns can be recognised and recor= ds kept.
Results
Results for 2008 are;
GCSE (Awaiting results)
|
Totals |
A
- 0 |
B
- 0 |
C
- 0 |
D
- 0 |
E
- 0 |
U
- 0 |
AS
|
Totals |
A
- 0 |
B
- 7 |
C
- 1 |
D
- 2 |
E
- 0 |
U
- 1 |
A2
|
Totals |
A
- 3 |
B
- 2 |
C
- 2 |
D
- 0 |
E
- 1 |
U
- 0 |
Budget
The head of department is responsible for managing the annual budget.
A bid is made each year for capitation funding and for larger purchases relating to the development of the department.
Separate budgets are available for Greenpower and Text= iles club. Care must be taken when ordering and processing invoices to allocate funds from the correct source.
A degree of flexibility in the use of resources between clubs and the department is encouraged however as this reduces duplication = and allows for continuity and familiarisation of pupils in the use of processes= and materials.
Capitation
The
Department’s policy is to make available to pupils, the resources and
materials necessary in order to match our high expectations of them. Whenev=
er
possible we provide materials for exam project work from stock at no extra =
cost
to pupils. A Capitation bid is made reflecting the following demands;
Workshop
Materials
We stock a =
range of
common sizes of timbers, metals and plastics.
By bulk pur=
chasing
these periodically during the year, we manage to make good savings. This do=
es
present us with some storage problems. Whilst we endeavour to make accurate
predictions, pupils will inevitably vary their demands slightly from year to
year and occasional additional spending is sometimes necessary.
Other
materials
We also mai=
ntain
stocks of glue, paint, fabrics, dyes, textiles and electronics parts and
fixings.
Statione=
ry
We stock a =
large
amount of graphical media including; marker pens, pencils, crayons, pastels=
and
paints. These all need replacement or replenishment as they are gradually u=
sed
during the year.
Paper/=
books
We stock a =
range of
papers and cards for pupil’s use. A considerable amount of paper is a=
lso
used in the copier and printers. With many GCSE and A Level pupils producing
projects of 30 or more sheets, the demands are high! Pupils are also given
folders for their work In KS3. Printing is now monitored by school-wide
software, which we hope will enable efficiencies to be made.
Tools<=
/span>
We stock sp=
are
tools in case of breakage and can reasonably assume to use many of these ea=
ch
year. Machines need regular maintenance and spares are often required. It is
not easy to predict these costs each year but contingency funds must be
available.
Other
costs
There are a= number of other items of yearly expenditure. We need to pay for our laser printer toner (£1,000 plus regularly) and computer paper. The Aprons need replacement from time to time and sewing machines need annual servicing. We also have to provide books for new courses and for increasing group sizes d= ue to an increasing school size as well as popularity at A-level.
Stock control
Yearly
checks
Towards the=
end of
every summer term a full stock check is made. There is a full stock list (r=
etained
in the Technician’s office) which is used by our technician to count =
all
the items in the department. Shortfalls are noted and order sheets can then=
be
made out.
If items ar=
e not
being used or have run out quickly, adjustments are then made to the optimum
stock levels in consultation with the head of department.
Stock li=
sts
The stock l=
ist is
quite extensive. It has evolved as the department has grown and items are
grouped alphabetically in sections relating to particular supplier. The
suppliers we use are chosen because they offer the best prices, which is why
items are not always where one might expect them to be! We have established
accounts with many suppliers and most are able to deliver materials within a
couple of days.
Planned
improvements to system
Plans are n=
ow in
place for a review of our stock control system. The current list will be
upgraded to a more flexible database created in Access. This will enable mo=
re
useful ways of sorting and listing the items (by location for stock checks,=
by
material type for pupil research and by supplier for ordering purposes).
Ordering
Annual
re-stocking orders
These are u=
sually
made by the head of department with the assistance of the technician. The
process takes place at the end of the summer term so that stock arrives and=
can
be stored away before or at the start of term for the new academic year.
Small<=
/span> orders
These are u=
sually
only necessary when a class project requires additional or non-stock materi=
als.
Orders may also be necessary when unusual parts need replacement or pupils
require special resources. These orders may be placed by any member of the
department through the technician, although the head of dept should be info=
rmed
in order to monitor the budget.
Ordering
procedure
Most orders=
must be
accompanied by a standard Churcher’s College order form “B̶=
1;.
These are available from the Bursar’s office although a small number =
are
usually kept in the dept office. Forms must be countersigned by the Bursar =
or
his secretary before posting or faxing to the supplier. Blue copies are fil=
ed
in a folder on the desk in the office and crossed through when the goods are
delivered and checked off by the technician.
Invoices=
Invoices ar=
e filed
in the “to be paid” folder on the desk in the office. They are =
dealt
with by the head of dept. who records the amounts in a payments book. Payme=
nt
is sanctioned as blue forms are crossed off. The invoices, once signed, are
passed to the Bursar’s department. The amounts are deducted from dept
budget and printed termly statements from the Bursar are usually available.=
Pupil contributions<= /h3>
Project
materials
Whilst we e=
ndeavour
to provide project materials free, some exam group pupils may wish to build
excessively large or expensive projects. If this is the case we may ask for=
a
contribution to help cover the costs.
Similarly, =
if
pupils wish to build things not required by their course (in lunch time clu=
bs
for example) a cost is sometimes incurred.
Materials a=
re
charged for at cost price or close to that (the additional cost to the dept=
in
terms of VAT and delivery is a consideration). We do not aim to make a prof=
it.
Design a=
nd
technology “Shop”
We keep a s=
tock of
stationery and graphics materials that pupils can purchase. Many pupils buy
pencils and rulers and we sell these at close to cost price. Similar items =
are
also available in the school pound at lunch times.
GCSE pupils=
are
encouraged to buy A3 project cases from us. We buy these unassembled, in bu=
lk
each year and they represent good value.
From time t=
o time
we also coordinate orders of better quality portfolio cases through our
suppliers for 6th form students.
All money f=
rom
pupils is collected in the department office cash box and is regularly paid=
-in
to the Bursar’s office. It is then credited against the capitation fu=
nd.
Use of ICT
Our departmental ICT policy is based on 8 principles t= hat should be applied when making decisions relating to all ICT provision at Churcher’s College.
- To provide opportunities, facilities and encouragement that help pupils a= nd staff to develop as individuals and as part of the school community
- To help pupils and staff to work effectively and productively
- To enable pupils and staff to produce the highest quality output
- To prepare pupils so they can succeed in all aspects of their lives
- To maintain information securely and reliably
- To facilitate efficient access to information
- To promote communication and exchange of information between members of t= he school community
- To share relevant information with the wider community
Teaching Staff
Should;
Encourage pupils and provide opportunities for the eff= ective use of ICT in aspects of their study.
Be “computer literate” and able to use ICT= in the preparation of reports and for communication.
Develop their ICT skills for use in the classroom; bec= ome competent in the use of interactive white boards and in the preparation of printed and electronic teaching materials.
The Head of Department
Should develop and coordinate cross curricular ICT pro= vision within the department and identify training needs and other requirements amongst members of staff in the department.
General usage
Networked machines should be available to pupils during their normal timetabled lessons in order that they may carry out research, design and planning as required by the exam boards at GCSE and A-level.
KS3 pupils should have periodic access to the machines= in order that they may be trained and gain experience necessary as part of the= ir curriculum.
Access should be made available and usage encouraged o= utside of lesson times.
CAD/CAM
CAD/CAM equipment is available to all pupils who have received the appropriate training. Where possible the pupils should be encouraged to take responsibility for operating it and setting up materials= for machining.
Teachers should oversee pupils and ensure the equipmen= t is operated safely and that damage is avoided.
Intranet
The school currently operates an Intranet which consis= ts largely of Technology Faculty documents. This is undergoing an overhaul and will become available from remote machines.
Use of the Intranet for teacher and pupil resources is encouraged as this promotes sharing of ideas and reduction of workload for teachers and provides pupils with a valuable resource to support their lear= ning and project work.
Care must be taken by teachers uploading materials that copyright is not infringed, information is appropriate for pupils to access= and outdated material is removed.
Extra Curricular activities
We provide support for many other activities and hope = that as well as assisting the smooth running of the school, we are able to give pupils opportunities to develop skills and gain experiences of a broader ra= nge of design and manufacturing areas than they would normally meet in project work.
Recently we have helped pupils to; construct stage pro= ps and scenery, set up and operate sound and lighting rigs, produce products for a= nd market Young Enterprise Companies, build war games accessories and repair a= nd maintain kayaks and mountain bikes!
Clubs
We offer lunch time and after school clubs and aim to develop attending pupil’s interests in areas outside the normal type = of school work. Current clubs include;
Textiles &n= bsp; Printing, sewing, fashion and decoration
Greenpower = Designing, Building, maintaining and racing electric cars
D&T Club &nbs= p; General project work and specific pupil projects.
Cross-curricular links
Links with ICT
All Design and Technology teachers are currently invol=
ved
with the teaching of discreet ICT courses within the school. We also use IC=
T In
the development and delivery of our day to day lessons. Because of this, we
have developed a range of activities for pupils which utilise computers whe=
re
possible and appropriate. This can be in the areas of research, CAD,
ICT features prominently within the schemes of work for D&T at all stages and the Technology Faculty is currently running a discreet ICT course for all 2nd and 3rd year pupils. = All third year pupils will take a short course ICT GCSE exam in the 3rd year.
Our own ICT facilities include a networked CAD studio = in room 53. We have recently developed a networked CAD studio for A-level stud= ents in room 57. We also have other machines around the building with pupil acce= ss for controlling machinery. CNC facilities consist of a vertical mill, a tra= ining lathe, a large flat-bed router, a Camm plotter/cutter and an embroidery mac= hine. We also offer computer control kits and equipment, which is covered in the second year and CAD training including Techsoft 2D, ProDesktop and SolidWor= ks to all pupils.
Recent links with other subjects
1st year pupils follow an electronics proje= ct which reinforces the work they do in physics. It is hoped to develop further links in the future – possible by integrating themes into project wor= k, which reflect topics studied in other subjects. This is rarely easy when the demands of timetabling often require groups to follow projects at different times during the year but we have good relationships with other departments= and hope to extend this way of working. Some areas we feel may be fruitful incl= ude:
Nets and developments&= nbsp; &nbs= p; Maths
Costing materials = ; &n= bsp; = ; Maths
Writing of reports/evaluations &n= bsp; English
Levers/mechanisms = ; &n= bsp; = ; Physics
Perspective = ; &n= bsp; = ; &n= bsp; Art
Colour/presentation&nb= sp; = &nb= sp; Art
Promotional literature= &nb= sp; &= nbsp; English
Composition of materials &= nbsp; Chemistry
History of design = ; &n= bsp; = ; History
Marketing &= nbsp; &nbs= p; &= nbsp; &nbs= p; Modern Languages
Making instruments&nbs= p; &= nbsp; &nbs= p; Music
Health and fitness equipment &= nbsp; PE
The list goes on! Many individual pupils at GCSE and A= -Level will, of course, work with subject teachers and use their expertise during = the design process.
Our facilities and expertise are also used in the prod= uction of promotional material for school productions and we have helped other departments to build equipment and display materials.
D&T Staff are encouraged to use facilities for the= ir own projects (when there is time!) as it is felt useful for pupils to see good-= quality examples of manufacture, often utilising unusual materials and techniques.<= /p>
Links with parents and the community
We are lucky to have the regular support of a number of
parents. We have parents who attend our textiles and Greenpower clubs where
they are able to share their expertise and assist the teacher involved. Par=
ents
also support special events such as Greenpower heats and finals and the Dev=
izes
to
Some parents are involved in the design and manufactur= ing industry. We have been invited to visit some of their organisations with sm= all groups of pupils where we have been able to see a number of manufacturing processes take place. Some students have been able to visit organisations f= or the purpose of project research and work experience.
It is important that any parents who help in clubs on a regular basis are introduced to Sarah Dixon, who is responsible for staffin= g and who will oversee CRB checking, which is vital for any adults working with children, in accordance with school policy.
Practical arrangements
Staff lists
Teaching Staff
All Design and Technology teachers work full-time and = are allocated their timetabled time as follows;
Mark Parrish &nbs= p; (Head of D&T) xx periods D&T &nbs= p; xx periods ICT
Mark Adams = &nb= sp; = xx periods D&T &nbs= p; xx periods ICT
Chrissie Lines &n= bsp; = ; &n= bsp; xx periods D&T &nbs= p; xx periods ICT
Other responsibilities include;
Mark Parrish &nbs= p; &= nbsp; &nbs= p; = 2I/C CCF Army section, Greenpower racing
Mark Adams = &nb= sp; = I/C CCF Navy section, U13 Rugby, D/W race
Chrissie Lines &n= bsp; = ; &n= bsp; Textiles Club, DofE
All D&T teachers run D&T clubs, offering sessi= ons throughout the week.
Non-Teaching Staff
Alan Buller = ; &n= bsp; Technician (full time), Greenpower racing
Pamela Cooper &nb= sp; Cleaner (also for Music block and other areas)
Timetables
The current staff timetable is given below;
Accommodation
Goodfiel=
d Block
The Design =
and
Technology block has a range of rooms and workshops which are used for desi=
gn
and practical work. Some rooms are multi-purpose whilst some offer more
specialist equipment or are available to only older pupils. The table below
gives an outline of the typical usage of the rooms.
Room usa=
ge
|
Room |
Description |
Used by |
Main activity |
Special features |
|
51 |
Design studio, textiles and hand tools worksh=
op |
KS3 KS4 |
Design work. Graphics Small scale practical work Electronics Textiles |
Work benches Drawing boards Some power tools Interactive board Textiles equipment and materials store Electronics store |
|
52 |
Resources library and project photography |
All years |
Research Photocopying Photographic lights |
Subject library Staff photocopier Periodicals Scanner 4 Networked PCs A2 drawing boards Paper store Graphics store |
|
53 |
CAD studio |
All years |
CAD Research Graphics Design work Computer control |
18 Networked PCs Colour laser printer Interactive board Drawing boards CNC Plotter/cutter CNC Embroidery |
|
54 |
Main Workshop |
All years |
Metalwork,plastics Woodwork Finishing Heat processes (soldering, pewter casting, forging) Screen printing |
Multi-purpose benches Heat process area Vacuum-former Injection moulder Machine tools Hand power tools Hand tools Fixings, paints, glues Printing equipment store |
|
55 |
Machine Workshop |
(Mainly) KS4 6th form |
Metal machining Wood turning CNC machining Gas and electric Welding, brazing Casting, plasma cutting Metal bending/forming |
Heat process area Centre lathes Wood lathes Vertical mill Mortiser Grinder CNC Mill CNC Lathe CNC flat bed router Metal rolls and benders |
|
56 |
6th form/Greenpower workshop |
6th form |
Hand tools work Project assembly Project photography Greenpower car building and maintenance |
Multi-purpose benches Hand tools Car stands Car parts storage |
|
57 |
6th form design studio |
6th form |
Design work Research |
13 Networked PCs Small library scanner A2 drawing boards A3 Colour laser printer |
Cont.
Room usage cont.
|
Office |
D&T Office |
All D&T Teachers |
Administration Meetings |
2 Networked PCs Filing areas Dept documentation |
|
Technician |
Technician’s office |
Technician |
Ordering Stock control Tools and equipment stores Small items stores |
Racking |
|
Materials Preparation and storage |
Materials Preparation and storage |
Technician D&T Teachers |
Wood, metal and plastics store Cutting of these to size |
Dimension circular saw Planer/thicknesser Power hacksaw Power tools store |
|
Project Store |
Project store |
KS4 |
Storage of project practical work by pupils Storage of large items |
Lockable lockers Shelving |
Tools
The departm=
ent has
developed an extensive range of hand and power tools. As pupils move up thr=
ough
the school they are introduced to an increasing number of these. Our philos=
ophy
is to provide suitable tools so as not to limit the creative design work our
pupils produce by manufacturing limitations. We are proud of the fact that
almost all the ideas our pupils have are now possible to make in the worksh=
ops.
Training and
experience are very important to ensure the safe and effective use of tools=
and
when new techniques are required we encourage pupils to practise before
embarking on their actual work.
Teachers mu=
st ensure
pupils are properly instructed and appropriately protected before using
equipment.
Some equipm=
ent
including the router and biscuit cutter should only be operated by a member=
of
staff. Pupils should be encouraged to set up for the cuts though (with power
switched off).
Tools are w=
ell
maintained by our technician and a spare tool of every type is always held =
in
stock in order to keep projects moving forward in the event of failure.
Equipmen=
t
The departm=
ent is
well-equipped to carry out activities in a number of disciplines and materi=
als.
Some details are given in the room usage chart but we also have electronics
facilities, plastic coating and spray painting equipment. There is also a
selection of marking out and measuring equipment.
Maintenance=
of equipment
is mostly carried out by our technician. Dust extraction facilities are che=
cked
regularly by an outside contractor. Lighting and heating equipment is
maintained by the Bursar’s team and our computer equipment is maintai=
ned
by the ICT Network manager and technicians.
Course outlines/schemes of work=
KS3
We aim to p=
rovide
pupils with a broad range of opportunities throughout their time in the
department. In order to do this each of the first three year’s projec=
ts
and activities build upon previous experience and knowledge and allow pupil=
s to
develop increasing independence. By the end of the three year programme pup=
ils
will be well prepared for the GSCE option, having been introduced to the ba=
sic
theory and having knowledge of the full range of materials and processes
available to them.
A brief =
overview
of typical coverage at KS3
Year 1
Basic drawi=
ng
skills, basic design skills, woodwork – simple hand tools and machine=
s,
plastics - vacuum forming, electronics, CAD introduction, CAM – milli=
ng, textiles
– hand and machine work.
Year 2
Intermediate
drawing skills, improved design skills, metalwork – sheet work,
soldering, pewter casting and metal turning, textiles – more hand and
machine work, mechanisms, computer control, CAD intermediate, CAM –
turning.
Year 3
Graphics sk=
ills,
improved design skills, woodwork – joints, additional tools and machi=
nes,
plastics – acrylic forming and finishing, metalwork – decorative
forming, welding and finishing, CAD advanced, CAM – routing.
The majorit=
y of the
KS3 work is project-based and, whenever possible, pupils design their own
individual outcomes to a range of given problems. This helps to motivate the
pupils and makes the associated theory seem relevant and valuable.
A brief =
overview
of typical coverage at KS4
Year 4
A specially= devised induction programme is followed in the first term. Pupils then undertake a Minor design project within a given context. Theory sessions are interspers= ed with design and practical lessons throughout the year. A more advanced CAD course may be run or individual tutorials offered depending on the demand.<= o:p>
Year 5
Pupils unde=
rtake an
individual Major design project, which solves a problem recognised by the
pupil. Theory sessions are interspersed with design and practical lessons
throughout the year. CAD tutorials are offered where necessary to meet the
needs of the pupil. The project ends by spring half term, allowing time for
theory and revision.
A brief =
overview
of typical coverage at A-level
L6th &=
nbsp; AS
Level Design and Technology &nbs=
p; (Product
design) OCR
Students pr=
oduce a
coursework project – a Product Study. They also follow a theory course
with supporting analysis, design and practical projects that prepare them f=
or
the Advanced Innovation Challenge; a 1 day exam project, followed by a writ=
ten
paper. The projects end by spring half term, allowing time for theory and
revision.
U6th &=
nbsp; A2
Level Design and Technology &nbs=
p; (Product
design) OCR
Students pr=
oduce
one large coursework project. The project ends by spring half term, allowing
time for theory and revision.
Staff Re=
sponsibilities
Currently t=
he
schemes of work, associated worksheets, lesson plans and internal examinati=
ons
are produced/coordinated as follows:
Year 1 &=
nbsp; &=
nbsp; CL
Year 2 &=
nbsp; &=
nbsp; MJA
Year 3 &=
nbsp; &=
nbsp; MP
Short Cours=
e ICT MP
GCSE &=
nbsp; &=
nbsp; MP,
MJA
L6th &=
nbsp; &=
nbsp; MP
(Adv Innov Chall.), CL,MJA (product study), All – Theory
U6th &=
nbsp; &=
nbsp; MJA
(project), All – Theory
Current =
Scheme
of Work 2008-09
Details of =
the
Schemes and lesson plans are available on the Technology website; www.chu=
rcherstechnology.com
Libraries
We maintain a departmental library of text books and reference books to help pupils research topics for projects and generate id= eas. The Internet is increasingly relied on by pupils for this purpose but refer= ence to the library is still recommended in some cases. Teachers should keep an = eye out for good books; especially in “bargain” bookshops. Purchases can be made using cash from the departmental funds or receipts passed to the Bursar.
The department also has a section in the main school l= ibrary containing similar materials along with some popular books on design.
We subscribe to “Designing” magazine and t= ry and maintain a collection of these plus useful University and design careers information in room 57, for the use of sixth form pupils.
Resources/materials<= /h3>
A list of resources/materials and suppliers is held by= the Technician
Tools
A list of tools and suppliers is held by the Technicia= n
Equipment
A list of equipment and suppliers is held by the Techn= ician
Stock materials
A list of materials and suppliers is held by the Techn= ician
Department meetings<= /h3>
Half-termly Faculty meetings are usually held after the general Staff meeting.
Departmental meetings are scheduled weekly when timeta= bles permit a free period to be kept for the purpose. When this is not possible meetings are called when necessary.
Regular contact is maintained between teachers and most information is exchanged verbally and backed up with e-mails for reference = or to elaborate on detail. Minutes are only kept as a record of formal meeting= s.
Minutes
Minutes from meetings are filed in a folder in the off= ice.
Visits
Visits are usually only arranged for exam groups.
4th years and lower sixth students have traditionally visited a degree show at Brunel University which opens their minds to some = of the career options and also helps them to choose a major project. Unfortuna= tely the timing of exam week often clashes with this.
We try and organise trips for sixth formers to local manufacturers to look at processes in action.
Trips are also organised to the Design museum and fash= ion shows for older pupils.
Occasionally small groups are taken to competitions and technology days like the IBM Blue Fusion day.
Our trips and visits are a little erratic. We need to coordinate a programme of trips and visits and identify areas that we need = to cater for in order to support the curriculum.
Development Plan
Recent
Developments
We are very proud of the development of the department= in recent years. We have transformed room 57 into an excellent CAD/design stud= io for our sixth formers. We have also developed our textiles facilities and a= re now attracting more pupils into the GCSE and A-level courses as a direct result. Greenpower racing remains a big attraction and we have provided a permanent home for the cars in room 56.
Future developments<= /h3>
Accommodation
It is becoming increasingly tight for space in the department. We have added new equipment and although areas are safe, there = is little room for any more. Group sizes are steadily increasing and we antici= pate more/larger groups running at GCSE and A-level. All these pupils need space= to build and store their practical work and it looks as though in the short te= rm we will need to build some kind of sheltered area outside the main workshop for this purpose. It will need to be dry and reasonably secure and may provide = the added bonus of a suitable place for spray finishing projects on rainy days!=
The fabric of Goodfield block is deteriorating and alt= hough minor repairs are frequently made and more paint is added, its useful life = is limited. The facilities within and quality of pupils work are second to none and we would like to see a new building to reflect this. Several schools ha= ve developed excellent D&T buildings in recent years – often combined with display galleries and computer facilities, which can be used by the wh= ole school.
The College has already developed some excellent Maths/language/humanities, science, ICT, music and sixth form accommodation= in recent years and we hope that D&T will soon have an equally impressive, purpose-built home! We have begun drafting plans for a new block in a simil= ar location that will include purpose built design/workshop rooms with additio= nal academic classrooms above. This new block will provide us with a great futu= re as well as much-needed classroom space for the school in general.
Curriculum
The new AS course is underway and the initial response= is positive from staff and students. The Product Study is similar to the previ= ous course but the Advanced Innovation Challenge seems much more exciting and stimulating for the students.
We need to select a suitable replacement for our GCSE = which expires after this academic year. This is a priority before the Easter Holi= day.
Equipment
We would like to purchase a Laser cutter. Many schools= are now successfully using these to raise the standard of practical work across= the years. They are particularly good at cutting sheet plastics but can also wo= rk on fabrics; providing the textiles pupils with a CNC option for exam projec= ts. There are other spin-offs that could benefit the school such as engraving a= nd sign making applications.
Stock Control
Plans are n=
ow in
place for a review of our stock control system. The current list will be
upgraded to a more flexible database created in Access. This will enable mo=
re
useful ways of sorting and listing the items (by location for stock checks,=
by
material type for pupil research and by supplier for ordering purposes).
Tr=
ips and
Visits
Our trips and visits are a little erratic. We need to coordinate a programme of trips and visits and identify areas that we need = to cater for in order to support the curriculum.
Mark Parrish, Head of