OFSTED Inspection 7th - 13th May 1996
The full text of the Technology Report:
OFSTED Inspection 7th - 13th May 1996
The full text of the Technology Report:
The pupils’ work in this subject reflects the changes which have been made by this subject department as a result of a careful implementation of the revised National Curriculum order for technology. Standards of attainment in Key Stage 3, including pupils with SEN, are satisfactory in all lessons and good in many, often being well above the national average. In Key Stage 4 they are good for the majority of pupils. GCSE results in the most recent exami-nation are good and significantly better that the national average. Standards are satisfactory or good for pupils studying design and technology subjects in the sixth form, as reflected in GCE Advanced level grades attained in 1995. Trends in external examinations are not easy to detect because of the changes made in this subject’s syllabuses.
Designing and making skills are steadily introduced during Key Stage 3 but more time is needed to cover the many aspects of design and technology in preparation for Key Stage 4. However, by the end of the GCSE courses, most pupils have attained a sound degree of proficiency in designing and making and in the use of a number of the different materials and components. They are also knowledgeable and have a good grasp of technological concepts. Examples of well made projects in constructional, compliant and consumable materials, together with soundly made electronic and computer controlled systems are backed up with comprehensive and well organised portfolios of pupils’ work. The GCE Advanced level work is highly imaginative and of a very good standard, both in the outcome of the product and the presentation of ideas.
At both Key Stages 3 and 4 and in the sixth form most pupils make good progress. Pupils of both gender produce work of a broadly comparable standard but girls’ attainment levels are slightly higher at all key stages. The rate of progress is well matched to the abilities of individual pupils, reflecting the very sound pace of learning which is found in lessons. Pupils have a good level of understanding, not only of the constructional materials they handle but also they can demonstrate increasing skill in the use of specific tools, utensils and processes. Their command of a technical vocabulary is reassuring. Progression and continuity, however, is compromised to some degree by the use of rotational courses which are short in duration because of the limited curriculum time available at Key Stage 3. This also prevents full cover-age of some of the extensive National Curriculum Programmes of Study.
The attitude of the majority of pupils towards the study of design and technology is very positive and most commendable. They enjoy their work and show this by co-operating with their teachers, helping one another and working with consideration and safety with respect for others, and the equipment and materials put at their disposal. The great majority of pupils make good use of the time available and most maintain a fast pace throughout their lessons. The quality of teaching is good, sometimes very good or excellent. Teachers are well qualified in the particular aspects of design and technology which they teach; they also display a commanding degree of knowledge when at work with their pupils. The level of challenge which they seek is appropriately high and the pace they set to all pupils, including those with SEN, is well judged. Lessons are thoroughly planned and well organised and there is always a good match between the stated intention and the actual substance of lessons. Much time and thought has been given to the delivery of the two Attainment Targets of the National Curriculum order so as to cover as much as is possible of the extensive Programmes of Study in the time available. At present Attainment Target 2 (making) is currently being given the greater emphasis, which is sound practice when time is at a premium.
Lesson time and physical resources are effectively used and commendable efforts are made to supplement this with extra-curricular activities. Some of these are prestigious, for example the links with European schools’ technology project and the local neighbourhood engineering scheme. The department makes good use of the Engineering Council’s technology enhancement programme.
Teachers give careful attention to all their pupils, who have significantly different abilities and backgrounds, showing at all times a commendable degree of concern for their overall de-velopment and welfare. The range of learning and teaching styles is appropriate and sound use is made of IT in an increasing number of technology lessons. Good use is made of dis-play and working environments are safe, attractive and well maintained.
Assessment, recording and reporting is soundly based, under constant review and statutory requirements are fully met. Homework is regularly set, marked and returned and is being used with good effect to reinforce learning.
The leadership of design and technology is very good. The subject is very well managed and the supporting documentation is excellently presented. The level of commitment and teamwork amongst teachers, including the part-time support staff, is highly commendable. Overall, this is a very good department.
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