“Your success will not be determined by your gender or your ethnicity but only by the scope of your dreams”
– Zaha Hadid (1950 – 2016)
Design Technology at Stanley High School allows the pupils to explore Technology, Art, and Computing beyond the national curriculum and build the next generation of engineers, creators and designers. The students will acquire the necessary skills to operate fully as industry experts and have an innate passion to always ask why?
The Design Technology curriculum provides a platform that incorporates the application of Maths and Science in all learning opportunities. The department promotes active participation from the pupils and in turn creates well-rounded individuals with transferable life skills.
The diversity of our project work prepares and equips all pupils to embody British values and the role of design technology to ultimately develop a forward-thinking, skilled and professional workforce for the future. Pupils at Stanley high school are encouraged to partake in a wealth of extra-curricular opportunities to enable the students to become familiar with a variety of contexts and place greater value on the place of Technology in their lives and in the wider world.
In the department, the pupils thrive from a positive culture and climate, which enables skillful delegation and the ability to play to the strengths of all pupils. We promote a positive, yet challenging climate where pupils are encouraged and supported to take risks and have high expectations that are clearly modelled by our experienced staff then having the recognition for doing so.
We are proud to have a team of staff that have wealth of experience and enthusiasm:
- Subject Leader and Teacher of Technology – Mr T Clarke
- Acting Subject Leader of Technology, Teacher of Food and Nutrition, Btec Creative Media and Technology – Miss C Smithies
- Teacher of Computer Science – Mr K Fraser
- Teacher of Fine Art – Mrs McAlister
- Teacher of Fine Art – Mrs E Ward
- Technician for Technology – Mr A Pinder
Per fortnight pupils have:
- Four lessons of Technology
- Two lessons of Art
- Two lessons of ICT
The Design Technology area delivers projects enabling students to experience and develop skills in modelling, designing, drawing, painting, food preparation and nutrition, computing with a good grounding in health and safety in the workplace. The project and areas of delivery are:
Design Technology – Year 7 Wildlife Habitat, Year 8 Structures, Year 9 Electronics
Food and Nutrition – Year 7 Basic cookery, Year 8 Staple Foods, Year 9 Multicultural food.
Graphics/Creative Media – Year 7 Basic Skills theory, Year 7 Earphone Project, Year 8 Superheroes, Year 9 Netflix project
Art – Year 7 confectionery and birds, Year 8 insects, Year 9 TBC
Computing – Computer architecture, Scratch, Audacity, Binary, Python Programming, Web Design, Online safety.
Students in KS3 and KS4 cook at least once a week. Ingredients provided for students who are eligible for free school meals and pupil premium.
As a team, we promote a diverse range of practical, teaching skills and knowledge, as experts within our own fields. Pupil voice has demonstrated praise for our relationships within the department and with students. Because of the successful KS3 delivery of the curriculum, the department has had a consistently high percentage in the number of students that choose to take the qualifications we offer at KS4.
At Stanley High School the Technology department provides a practical skill-based vocational-led curriculum. This ethos is strengthened by staff offering an extensive range of extra-curricular options:
- Technology Tuesday Club 3-4pm
- Tuesday KS4 Catch-up intervention 3-4pm
- Art lunchtime coursework catch up
- Lego Lunchtime Club
- Online Cookery Club
- Online Art HUB
- Online Photography Club
These are the qualifications we offer at KS4:
- EDUQAS GCSE Computer Science
- EDUQAS GCSE Food Preparation and Nutrition
- AQA GCSE Design Technology
- BTEC Tech awards in Creative Media
- AQA GCSE Fine Art
The curriculum caters to the individual needs, abilities and requirements of all our pupils.
At KS4 pupils also engage with local and national competition opportunities for the More Able for example: Rotary cooking competition, Rotary Technology tournament, and Southport College’s Bake-off.
How are SEND students supported in Design Technology?
- Small class sizes and TA support
- Where applicable teachers will adapt the schemes of work and scaffold to suit the needs of the students
- After school and extracurricular provision is available
- We are proud to say that the Art and Design: Fine Art GCSE has consistently had both SEND and disadvantaged students over achieve
How are disadvantaged students supported in Design Technology?
- Pupils have access to catch-up sessions
- Resources, ingredients and equipment are paid for
- We have funded places on educational visits and trips for PP students
How are More Able students stretched in Design Technology?
- Entry to local and national competitions
- Enrichment visits to further education establishments
- Access to A-level material provided by staff
At the end of their school career at Stanley High, our aspiration is that all students have thoroughly enjoyed Design Technology and have fond memories of what they have developed and created. We are creating a workforce for the Britain of the next generations of engineers, creators and designers. To have played a part in their success and their future endeavours is incredibly humbling. Pupils are leaving Stanley with life skills that they will be able to apply in any walk of life.
We are incredibly fortunate to have had a consistent high uptake for all our GCSE courses. Some students have opted for two areas some have opted for more! The hard work and dedication of our GCSE students and our staff have ensured we are able to achieve outstanding results with the outcomes from the new GCSE specifications. The most recent results for GCSE Fine Art in 2019 had a progress 8 score of 5.4 which is exceptional. BTEC Creative Media also showed success in its first year of outcomes in 2019 with some students achieving Distinction star which is the equivalent of a GCSE Grade 9. We also had a successful year in 2019 with GCSE Food and Nutrition with a large portion of the outcomes being Grades 5-9.
It is a compliment and a reflection of the positive experience our students have had within the department when a significant number of pupils then go on to further study the areas at A-level and go onto attain apprenticeships and vocational courses at college.
Technology Departmental Marking and Written feedback Policy
The timescales for marking and feedback for the technology department are as follows:
- One piece of quality formative marking per half term which incorporates the following: Star presentation sticker and comment, what went well and even better if and SPAG Check.
- A regular summative assessment as follows of that are recorded in the global spreadsheet:
KS3 ICT – end of unit assessment every half term
KS3 Technology – end of rotation assessment after each rotation
KS3 Art – skill assessment every half term.
- One piece of quality formative marking per half term which incorporates the following: Star presentation sticker and comment, what went well and even better if and SPAG Check. For KS4 there may also be a GCSE/BTEC Grade awarded.
- A regular summative assessment as follows that are recorded in the global spreadsheet:
KS4 Computer Science – end of unit assessment every half term
KS4 Design Technology – end of unit assessment every half term
KS4 GCSE Food and Nutrition– end of unit assessment every half term
KS4 Fine Art – Skill/coursework deadline assessment every half term
Btec Tech Award in Creative Media – Following the assessment plan agreed by BTEC (dates are staggered over the two years)
These assessments and marking checkpoints should be outlined in curriculum maps and schemes of work.
All teachers should ensure:
- Wherever possible, students should be involved in feedback and marking practices encouraging a dialogue for learning between students and adults.
- Feedback may be oral at other times – use the verbal feedback stamp. For example, for homework.
- Students should be given opportunities to respond to marking and feedback as soon as possible after it has been given.
- Feedback identifies where students have been successful in their learning and highlights areas for improvement and / or extra challenge.
- Feedback and marking should predominately focus on the learning objective, success criteria and differentiated expectations.
- Feedback and marking will also provide positive feedback and promote high expectations and engagement in learning.
- Class teachers will use a red pen when marking or giving feedback.
- Oral feedback – use the green feedback stamp to evidence this was given.
- Students will use a green pen when a peer or self-marking their work.
- For assessments, the mark schemes should have staggered grading and success criteria. All students in the same year group must receive the same assessment.
- When quality marking, the student’s next step or further learning opportunity will be referred to as a challenge or a question.
Covid – 19 Marking Procedures updated
- In school students are to self-mark classwork.
- There is no expectation for teachers to handle student’s books/folders.
- Assessment/Feedback can be achieved through questioning and student verbal/non-verbal communication when in the classroom.
- Assignments are to be set on TEAMS weekly for all year groups when in a lockdown situation. Feedback in line with current policy.
- Assessments can be completed online in the form of online tests on TEAMS.
- Good/regular use of praise and communication with students remote working should be the norm during the school day.
Workload and wellbeing
Wellbeing and workload are at the forefront of this policy as it has been designed to reduce the workload however if in certain parts of the year the marking and assessment schedule is unattainable, ensure there is one piece of quality marking once a half term. Deadlines can be moved and altered so nothing is ridged. Please do not hesitate to ask for support when required.