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The aims of any Department must compliment and harmonise with the mission statement of the school. The statement gives clear parameters for the Technology Department. Our long term aim is to produce a thinking, adaptable adult capable of taking his / her place in a changing society. We strive to create a distinctive and dynamic partnership between pupils and staff in the Department through our level of care, concern and professionalism.

The Technology curriculum seeks to promote an educational culture which is scientific, technological and vocational within the Catholic Christian framework of the school. In addition, this Department aims to provide the excellent practical technological, scientific and communication skills needed by our manufacturing and service industries. Thus ensuring that our pupils will be well-educated and technologically skilled, ready and able to progress into employment, further training or higher education according to their individual aptitudes and ambitions. The Departments general aims are:

1. To foster awareness, understanding and expertise in those areas of creative thinking which can be expressed and developed through investigation and research, planning, designing, making and evaluating, working with materials and tools.

2. To encourage the acquisition of a body of knowledge applicable to solving practical / technological problems operating through processes of analysis, synthesis and realisation.

3. To stimulate the development of a range of communication skills which are central to design, making and evaluation.

4. To stimulate the development of a range of designing and making skills .

5. To encourage students to relate their work to their personal interests and abilities. This should demand active and experimental learning based upon the use of materials in practical areas,

6. To promote the development of curiosity, enquiry, initiative, ingenuity, resourcefulness and discrimination.

7. To encourage technological awareness, foster attitudes of co-operation and social responsibility, and develop abilities to enhance the quality of the environment.

8. To stimulate the exercising of valued judgements of an aesthetic, technical, economic and moral nature.

Assessment Objectives

The Departmental courses seek to achieve specific types of skills related to a technologically based course in carefully controlled progression that will relate to the needs of the National Curriculum. These skills - both cognitive and manipulative - are identifiable and therefore capable of being evaluated.

The objectives which can be successfully worked towards are listed below and should be achieved by all pupils according to their individual potential and ability.

Pupils should be able to:

1. Describe and apply facts, principles and concepts related to artefacts and/or systems design, realisation and evaluation;

2. Demonstrate graphical and other communication skills necessary to give, in a clear and appropriate form, information about an artefact or system;

3. Identify problems which can be solved through practical / technological activity;

4. Analyse problems which they have identified, or which have been posed by others, and produce appropriate design specifications taking into account technical and aesthetic aspects;

5. Identify the resources needed for the solution of practical/technological problems;

6. Identify the constraints imposed by knowledge, resource availability and/or by external sources which will influence proposed solutions;

7. Gather, order and assess the information relevant to the solution of practical/technological problems;

8. Produce and/or interpret data (e.g. diagrams, flow charts, graphs, experimental results);

9. Generate and record ideas as potential solutions to problems;

10. Appraise solutions to a design problem relative to the initial specifications;

11. Select and develop a solution after consideration of the constraints of time, cost, skill and resources;

12. Plan the production of the selected solution;

13. Demonstrate appropriate skills, make or model the artefact or system;

14. Propose or make modifications to a product or system both during manufacture, and after completion and evaluation;

15. Compare and evaluate the performance of an artefact or system against its specification;

16. Satisfy all mandatory and all other necessary safety requirements during the planning and making of an artefact or system;

17. Describe the inter-relationship between design/technology and the needs of society.

18. To use ICT as an integrated aspect of project work.


Add outline/table of departmental plans (three to five year plans)

Why Technology ?

The Technology Department believe that we offer some of the most important subjects in the school curriculum as Technology is directly related to industry and the wealth-creating sector. In years gone by manufacture and design has been looked upon as the ‘poor relation’ of the financial and service sectors. Recently, with the decline of the British industrial base, it has been recognised that the financial strength of any nation is proportional to the success of its design and manufacturing capacity. To this end there is a degree of urgency to the development and implementation of Design and Technology courses, in the hope of reversing this trend and to encourage children to take up careers in a perceived unpopular / unfashionable area of the economy. Schools are the ideal base for this revival and Britain is now following other advanced nations in placing a technological education as a high priority.

It is the vocation of Technology teachers to introduce pupils to the many fascinating and intellectual aspects this area of study has to offer. In this way provide pupils with an enhanced education that will in due time rejuvenate the countries economy.

Adopted Strategy

There is no doubt that Britain needs most of its citizens educated in the understanding of technology, with more workers trained in technological skills. The development of specialist markets is of great importance to a medium-sized country such as ours, and in no sector more so than in manufacturing which depends on skill and high added value. Professor Charles Handy of the London Business school estimates that by the turn of the century more than two thirds of all jobs will be knowledge based, requiring ‘cerebral’ rather than manual skills - a complete reversal from fifty years ago.

This Department aims to provide pupils with intellectual abilities and skills that will enable them independently to solve problems. This is a desirable sign of maturity.

The Design and Technology approach contributes more to the complete education of the individual, especially in the following areas:

1. Aesthetic and creative
2. Intellectual
3. Physical
4. Social
5. Ethical
6. Technological

These essential areas of experience can be delivered through technological -based courses which seek to develop skill, cultural awareness, leisure activities, occupational utility and home applicability. A sound technological and scientific basis is essential in a modern Technology course.

Design problems can be introduced to pupils at an early age, covering a range of cross-curricula skills. The Technology Department is well placed to deliver this strategy as it is made up of a number of contributing subjects.

One aim of the Technology Department is to ensure that all decisions taken on the way to a final solution to a problem, achieve a fine balance between aesthetic and technological elements. Similarly each pupil's work must call for a constructive understanding of the physical properties of materials. The creative response to problems i.e. the application of manipulative skills and technical knowledge related to ergonomic, aesthetic and economic factors - is of paramount importance.

Regardless of the type of work being undertaken and the media in which it is carried out (ICT / resistant materials / food / graphics), the quality of the experience is what matters most. This can be recognised by his or her ability to perceive, comprehend, analyse, evaluate and realise design problems.

Long and Short Term Development
SHORT TERM GOALS - The introduction of robotics and control elements to the course will be further emphasised and with funding it will be developed in the lower school, as an important aspect of Design Technology. CNC equipment will be fully utilised.

The Department intends to develop a strategy to encourage independent learning (in C.D.T.) especially through the use of  ICT, whereby pupils research/search a range of material on CDs/Internet.
The new Technology block has created an atmosphere more conducive to learning. It is envisaged that staff will continue to contribute significantly to shaping the internal layout of the building.

LONG TERM GOALS - These are linked to the Technology College Bid. The long-term aim of any progressive school must be to establish a strong and modern Technology Department, with a view to increasing the prominence and influence of Technology. The Department will continue with NEA syllabuses for Food, Graphic Products and Systems. GNVQ Manufacturing – Part One will also continue. Staff will continue to keep up to date by self-education and if funds are made available, through INSET courses.

Departmental Monitoring And Evaluation

The Department regularly monitors the progress of pupils as this is vital to determining the success of lessons. Staff evaluation is also part of this process.

Staff Evaluation

Staff evaluation takes a variety of forms. It is aimed at determining successful teaching methods and strategies as well as areas for further development.

The Department meets regularly both formally and informally. A full agenda is prepared in advanced of official Departmental meetings and discussed and this is all part of the monitoring and evaluation process.

Staff keep up-to-date records of pupils work and lessons in their record books. Record books are viewed and signed by the Head of Department each week This is discussed in more detail in the section relating to Curriculum, sub-section Marking.

Staff monitor each others lessons and strengths and weaknesses are discussed openly. Technology staff are expected to follow the Departmental guidelines on basic lesson structure. Technology lessons are evaluated on the follow criteria:

Was the lesson planned and well organised?
Did the lesson follow the agreed basic lesson plan?
Did the lesson follow one of the Departmental schemes?
Was the lesson interesting and relevant?
In practical lessons did it appear that pupils were aware of Health and Safety regulations when using machines and equipment?
How did the pupils conduct themselves?
Did the pupils appear to learn? What was the quality of learning?
What was the quality of teaching?
Were cross-curricular issues covered? (if relevant)
What evidence was there of differentiation?

The Departmental evaluation sheet is used as a record of lesson evaluation. These are strictly private and confidential and are not open to external viewing. The evaluation of lessons is aimed at improving the Departments overall performance and monitoring quality. They are not part of the appraisal process.

Scheme Evaluation Sheet. (World Association of Technology Teachers - Quality Mark)

The lesson schemes for Technology have been written in detail and divided into stages. When a stage is complete the evaluation sheet should be up-dated and counter-signed by the Head of Department. There is a space for teacher comments and this should ensure the schemes are improved year to year. The Scheme Evaluation Sheet will be introduced September 2000, on a trial basis.