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Attainment Partnership Ltd
• Kevin Jones
• deputy head
• AST
• 98 taking A. level in last school
• SSAT National Subject Leader: Technology Colleges
• Mary Southall
• HoD / senior teacher
• AST
• 100% A’s at A. level
• commissioner teacher: London Challenge
what do we do?
• working in a variety of schools every week
• The Design Museum (write and deliver all secondary CPD)
• The Victoria and Albert Museum (write and deliver all secondary teaching and learning materials for design and technology)
• The Design Council (member of the national ‘Design Skills’ advisory panel and chair of schools steering group)
• Specialist Schools and Academies Trust SSAT
• Qualifications and Curriculum Authority QCA (KS3 review group)
• Teacher’s TV
• Faraday lectures 09
• Detroit area Education Department, USA
• Buffalo State University, New York USA
• HoK architects
• d&t association
if you’re shy you can ask questions via text!
07771 898501
objectives for this session
• to explore the issues facing teachers of design and technology
• look at the new curriculum
• to provide opportunities to review strategies for raising performance
• to think more creatively about the subject we love and how we deliver it in our schools
national context
• first country with statutory D&T forages 5-16
• changes at KS4• changes at KS3
FS KS1 KS2 KS3 KS4 KS5
• continuity 3-16• progression• transition• importance of building on primary
phase
‘our children don’t like designing they only like making!’
issues facing design education in UK
• all things to all people
• still an infant in terms of other subjects: no single bedrock!
•many teachers still struggling with what it is, lack of professional development
• too many key bodies with self interests
•shared vision
•KS3 rotation
•Y10 delivery
•GCSE coursework
•formative assessment
Improving performance - design and technology
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Improving performance - design and technology
• smart use of data
• e-portfolios
• positive learning environment
• celebrate student work
• celebrate professional design
• up to date on contemporary design
issues facing the design industry
• Design Council - Government agency promoting design
• UK seen as a global leader in design industry
• BUT what’s on the horizon?
• China !!!!
• design industry generates£11billion to the UK economy
new curriculum
• subjects share a common format;
• an importance statement
• key concepts
• key processes
• range and content
• curriculum opportunities
• puts professionalism back to teachers
new curriculum
• greater flexibility and coherence
• opportunities for cross-curricular
• opportunities to be creative
• new focus on aims and skills
• personalised assessment
• new GCSE criteria
• new diplomas
cross-curricular dimensions
• identity and cultural diversity
• healthy lifestyles
• community participation
• enterprise
• global dimension and sustainable development
• technology and the media
• creativity and critical thinking
In design and technology pupils combine practical and technological skills with creative thinking to design and make products and systems to meet human needs. In design and technology pupils learn to use today's technologies and participate in developing tomorrow's. They learn to think creatively and intervene to improve quality of life, solving problems as individuals and members of a team. Working in stimulating contexts that provide a spectrum of opportunities and draw on the local ethos, community and wider world, pupils identify needs and opportunities. They respond with ideas, products and systems, challenging expectations where appropriate. They combine practical and intellectual skills with an understanding of aesthetic, technical, cultural, health, social, emotional, economic, industrial and environmental issues. As they do so, they evaluate present and past design and technology, and its uses and effects. Through design and technology pupils become confident practically and develop as discriminating users of products. They apply their creative thinking and learn to innovate, developing their self-esteem.
The importance of design and technology
http://www.qca.org.uk/secondarycurriculumreview/
Key concepts
There are a number of key concepts that underpin the study of design and technology. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding.
Designing and making• Understanding that designing and making has aesthetic, technical, economic, environmental, ethical and social dimensions.• Producing practical solutions that are relevant and connected to life in response to needs, wants and opportunities.• Understanding that products and systems have an impact on quality of life.
Cultural understanding• Understanding that designing and making reflects and influences culture and society. • Investigating factors that have led to approaches to design and design decisions in different societies.• Understanding how products contribute to lifestyle and choices.
Creativity• Making links between principles of good design, existing solutions and technological knowledge.• Recognising the significance of knowledge and previous experience, searching for trends and patterns in existing solutions,
reinterpreting and applying learning in new design contexts and communicating ideas in new or unexpected ways.
Critical evaluation• Analysing products and solutions to devise solutions to practical problems
Key processes
These are the essential skills and processes in design and technology that pupils need to learn to make progress.
Pupils should be able to:• generate, develop, communicate and model ideas in a range of ways, using appropriate
strategies• respond creatively to briefs, developing their own proposals and producing specifications for
products and associated services• apply their knowledge and understanding of a range of materials, ingredients and
technologies to design and make their products• use their understanding of others' designing to inform their own• plan and organise activities and then shape, form, mix, assemble and finish materials,
components or ingredients, choosing which hand and machine tools, equipment and computer-aided design/manufacture (CAD/CAM) facilities to use
• solve technical problems• reflect critically when evaluating and modifying their ideas and proposals to improve the
product throughout its inception and manufacture
Range and content
This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes.
The curriculum should include ............:• food• resistant materials• textiles• systems and control
national strategy
• first form of professional development to help teachers teach ‘design’
• provides creative approaches to designing
• audit department
• looks at assessment and progression
how do you know if you’re doing well?
• do you:
• involve students
• see classroom observation as CPD
• use data smartly
• look to be innovative
• think creatively about your resources
• value your staff
• involve parents
involving students
• student observation
• student as teacher: get your borderline students teaching a key topic to Y8s or Y9s
• get them to be involved in developing creative revision materials (e.g. pod casts)
• set up student ICT mentors for staff
observations as meaningful CPD
• part of lesson
• video observation
• ‘remote’ observation
• inter-dept observation
• termly focus for whole school
using data smartly
• who do you want to target and why?
• weed out the broad brush stroke approach
• provide after-school / weekend sessions to targeted groups, use incentives (money) to reward staff or give time off in-lieu
look to be innovative
• 2 yr Key Stage 3
• cut out coursework ‘trial’ in Yr 10
• get all science coursework done in a day!
• give a day to kick-start D&T coursework
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be creative with resources
• put extra member of staff into middle band (C/D) groups to allow more individual attention
• link A/S students to Yr 11 students to guide through coursework
• make access to computers easy
• Teachers TV on VLE
value staff
• fresh fruit in the staff room every day
• rotate dept meeting around good classrooms, sharing good practice
• dept meetings always start with positive
• birthday cards for staff! (e-cards) use of praise
• staff education visits
• staff engaged in action research (linked) to TLR
• every dept member offers a top tip in each dept meeting
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involving parents
• parent / child ‘great egg race’
• school provides thin-client technology for accessing network
• positive text messaging / post cards to parents
• GCSE master-classes
• shadowing students
• ask students how to get their parents in
