Upload
arigosakisan
View
217
Download
0
Embed Size (px)
Citation preview
8/10/2019 The Framework - Training module 1
1/63
Design and technology: Framework and training materials
Training module 1
The Framework the visionPresenters notes
0971-2004 G971 2004 G
8/10/2019 The Framework - Training module 1
2/63
Crown copyright 2004
DfES 0971-2004 G
82 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
8/10/2019 The Framework - Training module 1
3/63
Contents
Overview of the module 83
Objectives 83
Session outline 83
Resources 83
Pre-course task 84
Session notes 85
1.1 Introduction 85
1.2 Sharing the vision where are we trying to get to? 95
1.3 Sharing the vision activity 91
1.4 Creating this vision translating the vision into strands 93
1.5 Creating this vision refining the strands into objectives 94
1.6 Creating this vision aligning the strands to the programme of study 96
1.7 Creating this vision building blocks 97
1.8 Putting the Framework into practice an overview 100
1.9 Focus of the scheme for design and technology 103
1.10 Links 105
Handouts 107
OHTs 115
Crown copyright 2004
DfES 0971-2004 G
83 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
8/10/2019 The Framework - Training module 1
4/63
Crown copyright 2004
DfES 0971-2004 G
84 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
8/10/2019 The Framework - Training module 1
5/63
Overview of the module
Objectives
To understand the background to the Framework
To take a first look at the Framework
To understand the reasons for focusing on team planning for progression and
developing pupils designing skills, autonomy, creativity, team-working and
reflective skills
Session outline Timing
1.1 Introduction 5 minutes
1.2 Sharing the vision where are we trying to get to? 15 minutes
1.3 Sharing the vision activity 20 minutes
1.4 Creating this vision translating the vision into strands 5 minutes
1.5 Creating this vision refining the strands into objectives 5 minutes1.6 Creating this vision aligning the strands to the 2 minutes
programme of study
1.7 Creating this vision building blocks 10 minutes
1.8 Putting the Framework into practice an overview 15 minutes
1.9 Focus of the scheme for design and technology 10 minutes
1.10 Links 3 minutes
Resources
Pre-course task
Handouts 1.1 to 1.4
OHTs 1.1 to 1.15
Whiteboard or flipchart and pens
Sticky notes
Crown copyright 2004
DfES 0971-2004 G
85 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
8/10/2019 The Framework - Training module 1
6/63
Pre-course task
Participants should bring with them to the session a list of aims for their Key
Stage 3 course or their overall design and technology course. They will usually have these
in their departmental handbook. If they do not have a list of aims, ask them to bring a
short statement about what they feel pupils gain from learning design and technology that
no other subject provides.
They should also bring a list of issues that their department currently faces with regard to
their Key Stage 3 courses.
Crown copyright 2004
DfES 0971-2004 G
86 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
8/10/2019 The Framework - Training module 1
7/63
Session notes
1.1 Introduction 5 minutes
Welcome participants to the training and explain any domestic issues. Show
OHT 1.1 and run through the objectives of this training session with participants.
Key points
This session provides an overview of the focus of the Strategy. It does not go intothe detail of the precise Framework objectives.
The aim of the session is to share a vision of what skills and attributes design and
technology, and, in particular, design and technology at Key Stage 3, is trying to
develop in pupils. As it is a technological subject, the nature of what is taught
changes with new developments and as new resources become available. In
keeping the subject up to date, teachers have to review the focus of their teaching
and the activities which they are asking pupils to undertake.
With key developments and changes at Key Stage 4, and the knock-on effect that
these have for Key Stage 3, this is an ideal opportunity to reflect upon and review
the purposes of design and technology and the scheme of work provided to meet
those purposes.
1.2 Sharing the vision where are we 15 minutestrying to get to?
Show OHT 1.2, which shows the National Curriculum statement, The importance of
design and technology. Many participants will recognise this.
OHT 1.2
Sharing a vision
Design and technology prepares pupils to participate in
tomorrows rapidly changing technologies. They learn to
think and intervene creatively to improve the quality of
life. The subject calls for pupils to become autonomous
and creative problem-solvers, as individuals and as
members of a team. They must look for needs, wants
and opportunities and respond to them by developing a
range of ideas and making products and systems. They
combine practical skills with an understanding of
aesthetics, social and environmental issues, function and
industrial practices. As they do so, they reflect on and
evaluate present and past design and technology, its
uses and effects. Through design and technology, all
pupils can become discriminating and informed users of
products, and become innovators.
The importance of design and technology
(Design and technology the National Curriculum for
England; DfEE, QCA, 1999, page 15)
OHT 1.1
Objectives
To understand the background to the Framework.
To take a first look at the Framework.
To understand the reasons for focusing on team
planning for progression and developing pupils
designing skills, autonomy, creativity, team-working
and reflective skills.
Crown copyright 2004
DfES 0971-2004 G
87 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
OHT 1.1
OHT 1.2
8/10/2019 The Framework - Training module 1
8/63
Explain that the statement:
comes from the National Curriculum document and highlights what is unique
about design and technology;
captures in a short summary what it is that pupils learn from design and
technology;
describes the position for which we aim, across all the key stages.
Show OHT 1.3.
Point out the key words in the statement. Model a teaching strategy by using a
highlighter pen to reinforce them.
Explain that this statement is like a design brief set by a client. Teachers are being asked
to design a curriculum that delivers these key criteria. When interpreting the clients brief,
the designer might highlight or underline the key words. In the same way, teachers might
ask pupils to highlight key words in a brief.
Additional note
Alternatively, if there is time, ask participants to highlight the key words and phrases
themselves.
The key words in the statement are:
tomorrows rapidly changing technologies;
learn to think and intervene creatively;
autonomous and creative problem-solvers; as individuals and as members of a team;
look for needs, wants and opportunities and respond to them;
developing a range of ideas;
making products and systems;
combine practical skills;
understanding of aesthetics, social and environmental issues, function and
industrial practices;
reflect on and evaluate present and past design and technology;
discriminating and informed users;
become innovators.
OHT 1.3
Sharing a vision
Design and technology prepares pupils to participate in
tomorrows rapidly-changing technologies. They
learn to think and intervene creativelyto improve the
quality of life. The subject calls for pupils to become
autonomous and creative problem-solvers, as
individuals and as members of a team . They must
look for needs, wants and opportunities and
respond to them by developing a range of ideas
and making products and systems. They combine
practical skills with an understanding of aesthetics,social and environmental issues, function and
industrial practices. As they do so, they reflect on
and evaluate present and past design and
technology, its uses and effects. Through design and
technology, all pupils can become discriminating and
informed users of products, and become innovators.
Crown copyright 2004
DfES 0971-2004 G
88 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
OHT 1.3
8/10/2019 The Framework - Training module 1
9/63
It may be helpful to pause at this point and ask participants to reflect on their own
curriculum for Key Stage 3, and to identify how it delivers each of the key phrases that
have been identified.
Show OHTs 1.4a to 1.4g in sequence.
OHT 1.4b
... think and intervene creatively to improve
the quality of life
OHT 1.4a
... tomorrows rapidly changing technologies
Crown copyright 2004
DfES 0971-2004 G
89 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
OHT 1.4a
OHT 1.4b
8/10/2019 The Framework - Training module 1
10/63
OHT 1.4d
... look for needs, wants and opportunities
and respond to them by developing a range
of ideas and making products and systems
OHT 1.4c
... autonomous and creative
problem-solvers, as individuals and as
members of a team
Crown copyright 2004
DfES 0971-2004 G
90 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
OHT 1.4c
OHT 1.4d
8/10/2019 The Framework - Training module 1
11/63
OHT 1.4f
... reflect on and evaluate present and past
design and technology, its uses and effects
OHT 1.4e
... combine practical skills with ...
understanding of aesthetics, social and
environmental issues, function and
industrial practices
Crown copyright 2004
DfES 0971-2004 G
91 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
OHT 1.4e
OHT 1.4f
8/10/2019 The Framework - Training module 1
12/63
For each OHT in the sequence, ask:
What does this statement mean in practice?
Explain that:
as they look at the images, participants should consider how far their own
schemes of work and projects help pupils to develop these skills;
the Framework is based on the National Curriculum statement for design and
technology and sets out how this can be achieved in practice;
its purpose is to provide a structured and progressive set of teaching objectives
for teachers and pupils learning design and technology in Key Stage 3;
the Framework applies to all focus areas and materials taught at Key Stage 3
(food technology, product design, and systems and control);
the Framework teaching objectives are intended to be achieved by the great
majority of pupils as they move through Key Stage 3;
the Framework teaching objectives define those points of learning most likely to
help pupils extend their capability in design and technology and to make
appropriate progress over time.
Remind participants about the lists they were asked to bring from their department
handbook as a pre-course task. Ask:
Are there any additional points for design and technology that you have identified
in your own list of aims?
OHT 1.4g
... become discriminating and informed
users of products, and become innovators
Crown copyright 2004
DfES 0971-2004 G
92 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
OHT 1.4g
8/10/2019 The Framework - Training module 1
13/63
1.3 Sharing the vision activity 20 minutes
Show OHT 1.5 and refer participants to handout 1.1.
Additional note
The National Curriculum statement is included at the top of the page to keep it central in
participants minds.
ActivityPoint out the National Curriculum statement at the top of both the OHT and the handout
and ask these questions.
If this is what we are aiming for, what skills, attitudes and behaviour are we trying
to develop in our pupils?
What are the key words or phrases that come to mind when you think about ways
to develop pupils skills in exploring ideas?
What do you mean by these words or phrases?
What other words or phrases would you use to describe teaching pupils the
different key aspects?
Model some examples.
When teaching pupils to explore ideas I might use the word imagination.
When teaching pupils to plan I might use the word freedom.
Ask participants, in groups of four, to think of words or phrases that capture and
explain elements of the National Curriculum statement for them, and to record them on
handout 1.1.
OHT 1.5
Sharing a visionDesign and technology prepares pupils to participate in tomorrows rapidly changing technologies. They
learn to think and intervene creatively to improve the quality of life. The subject calls for pupils to become
autonomous and creative problem-solvers, as individuals and as members of a team. They must look for
needs, wants and opportunities and respond to them by developing a range of ideas and making
products and systems. They combine practical skills with an understanding of aesthetics, social and
environmental issues, function and industrial practices. As they do so, they reflect on and evaluate
present and past design and technology, its uses and effects. Through design and technology, all pupils
can become discriminating and informed users of products, and become innovators.
The importance of design and technology (Design and technology
the National Curriculum for England; DfEE, QCA, 1999, page 15)
Key subskil ls Key words or phrases that come to mind
Exploring ideas
and the task
Generating ideas
Developing and
modelling ideas
Planning
Evaluating
Crown copyright 2004
DfES 0971-2004 G
93 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
OHT 1.5
Handout 1.1
8/10/2019 The Framework - Training module 1
14/63
Additional note
Take this opportunity to model a teaching strategy. Designers often look at the words in a
design brief and rephrase them or look for new words to describe objects or processes.
This is a way of stimulating fresh ideas, unexpected interpretations and free thinking. For
example, asked to design a bicycle, they would come up with as many different words or
phrases as they could think of to describe bicycles, such as human-powered vehicle,
balancing, pedals.
After about 10 minutes take brief feedback. Use OHT 1.5 to record the key words or
phrases that participants suggest. Then describe and explain the teaching strategy that
you have just used to make its operation explicit to them.
Use OHT 1.6 to review some additional examples, if required.
Summary
Explain that one aim of the National Strategy at Key Stage 3 is to clarify what teachers are
trying to achieve in design and technology and to refocus attention on the important
aspects.
OHT 1.6
Sharing a vision
Key subskills Key words or phrases
Exploring thinking skills, intervening to improve the quality of life, identifying needs,
ideas and wants and opportunities, innovation, imagination, futures, inspiration
the task from other times and cultures
Generating responding to needs, wants and opportunities, generating solutions,
ideas developing a range of ideas for making products and systems, discover,
explore, resolve, prioritise, problem-solving, wisdom and enterprise,
change and choice making, communicating ideas and information,
flexibility
Developing combine practical skills and understanding of aesthetics, social,
and environmental issues, function and industrial practices to design and make
modelling products, properties and characteristics of materials, techniques and tools
ideas for processing materials, reconciling conflicting issues, sustainability,
appropriateness, elegance, simplicity
Planning independent and team working, ownership of the task, freedom to
address areas of own interest, self-direction, self-management, small and
large group work, team roles, leadership, virtual teams, collegiate, sense
of identity, interdependence, negotiating
Evaluating reflection, product analysis, impact of products, designing and making,discriminating and informed users of products, evaluation of process,
product and learning, making judgements
Crown copyright 2004
DfES 0971-2004 G
94 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
OHT 1.6
8/10/2019 The Framework - Training module 1
15/63
1.4 Creating this vision translating 5 minutesthe vision into strands
Show OHTs 1.7a to 1.7c, which show how the strands of the yearly objectives are drawn
from the key aspects in the National Curriculum The importance of design and technology
statement.
If there is time, this could be presented as an activity. Ask participants to try putting in the
arrows for themselves, to develop their understanding further.
OHT1.7c
Structure of the materials: 2
The importance of D&T statement
DESIGNING MAKING
YEAR
OBJECTIVES
Exploringideas
Generatingideas
Developingideas
Planning
Evaluating
Structure of the materials: 1
The importance of D&T statement
Designing Making
OHT1.7b
OHT1.7a
Creating this vision
Interpreting the Framework
The key subskills and objectives are drawn from this statement.
Design and technology prepares pupils to participate in tomorrows rapidly changing technologies. They learn to
think and intervene creatively to improve the quality of life. The subject calls for pupils to become autonomous
and creative problem-solvers, as individuals and as members of a team. They must look for needs, wants and
opportunities and respond to them by developing a range of ideas and making products and systems. They
combine practical skills with an understanding of aesthetics, social and environmental issues, function and
industrial practices. As they do so, they reflect on and evaluate present and past design and technology, its uses
and effects. Through design and technology, all pupils can become discriminating and informed users of
products, and become innovators.
Exploring Generating Developing Planning Evaluating Makingideas and ideas and high-qualitythe task modelling products
ideas
Crown copyright 2004
DfES 0971-2004 G
95 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
OHT 1.7a
OHT 1.7b
OHT 1.7c
8/10/2019 The Framework - Training module 1
16/63
Participants should see that the Framework teaching objectives are set out as a sequence
of tables, showing key objectives to be addressed in each year group of Key Stage 3.
These objectives fall under the six headings:
exploring ideas and the task;
generating ideas;
developing and modelling ideas;
planning;
evaluating;
making high-quality products.
1.5 Creating this vision refining the 5 minutesstrands into objectives
Explain that the objectives are based on achieving the aims set out in the National
Curriculum statement. Refer participants to handout 1.2.
Give participants an overview of the overall subskills, running through what the Strategy
means by these headings and what pupils will do in each of them.
Alternatively, if there is time, this could be presented as a card-matching activity.
Exploring ideas and the task
Explore how they can intervene creatively to improve the quality of life.
Develop skills in clarifying the task.
Look for needs, wants and opportunities.
Develop a sense of relationship or connectedness with other people, reflecting on
and taking action to shape communities.
Prepare to participate in tomorrows rapidly changing technologies.
Understand how to create personal relevance through reflection.
Generating ideas
Develop creativity, enterprise, wisdom and the capability to evaluate and generate
ideas and solutions.
Creating this vision Handout 1.2
Pupils explore how they can
intervene creatively to
improve the quality of life.
They develop skills in
clarifying the task.
Pupils look for needs, wants
and opportunities. They
develop a sense ofrelationship or
connectedness with other
people, reflecting on and
taking action to shape
communities.
Pupils prepare to participate
in tomorrows rapidly
changing technologies.
Pupils understand how to
create personal relevance
through reflection.
Pupils develop creativity,
enterprise, wisdom and the
capability to evaluate andgenerate ideas and solutions.
They use a range of thinkingmodes and styles:
questioning and
challenging
making connections and
identifying relationships
envisaging what might be
and what could be
playing with ideas, keeping
options open
representing ideas in
different ways
evaluating effects of ideas
and actions.
Pupils become creative
problem-solvers. They
respond to needs, wants andopportunities.
Pupils understand and valuethe combining of different
design skills in order to
create personal strategies to
become better designers of
culturally, environmentally
and socially defensibleproducts, processes and
systems.
Pupils respond by
developing a range of ideas
and making products and
systems.
Pupils use a full range of
communication skills and
techniques, including ICT, to
document and communicateeffectively their design
thinking, ideas and
proposals.
Pupils develop autonomy.
Pupils choose how to tackle
their work, the methods or
resources they need, make
decisions and seek toidentify projects which
motivate them and benefit
others.
Pupils describe,
communicate and practise
principles of effective
planning and resource
management.
Pupils develop personal skills
and abilities to create
effective relationships withindividuals and groups.
Pupils reflect on and evaluate
present and past technology,
its uses and effects.
Pupils analyse and explain
the design decisions andthinking implicit in products,
processes and systems
made by themselves and
others.
Pupils develop an initial
understanding of the
competitive nature of the
world of designing andmaking.
Pupils become discriminating
and informed users ofproducts.
Pupils develop the capacity to
identify and criticise objectivelyand assess the values
underlying the intentions,
design, manufacture and
consequences of any
technology on themselvesand others.
Pupils combine practical
skills with an understanding
of aesthetics, social andenvironmental issues,
function and industrial
practices.
Pupils demonstrate skills in
creating products, processes
and systems that achieve
consistent production
outcomes. They apply theseskills in enterprising and
empowering ways to
personal and group
situations.
Pupils apply their knowledge
of the characteristics of
materials and equipment
when creating solutions anddesigning to meet criteria
related to function,
aesthetics, sustainability and
manufacture.
Evaluating processes and
products
Working with tools,
equipment, materials and
components to produce
high-quality products
(drawing on: knowledge
and understanding of
materials, components,
systems and control, and
structures)
Exploring ideas and the
task
G en er at in g id ea s D ev el op in g an d mo de ll in g
ideas
Planning Evaluating Making high-quality
products
Key Stage 3 programme of study
Developing, planning and communicating ideas
How the six subskills link to the National Curriculum Key Stage 3 programme of study in design and technology
Crown copyright 2004
DfES 0971-2004 G
96 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
Handout 1.2
8/10/2019 The Framework - Training module 1
17/63
Use a range of thinking modes and styles:
questioning and challenging;
making connections and identifying relationships;
envisaging what might and what could be;
playing with ideas, keeping options open;
representing ideas in different ways;
evaluating effects of ideas and actions.
Developing and modelling ideas
Become creative problem-solvers.
Respond to needs, wants and opportunities.
Understand and value the combining of different design skills in order to create
personal strategies to become better designers of culturally, environmentally and
socially defensible products, processes and systems.
Respond by developing a range of ideas and making products and systems.
Use a full range of communication skills and techniques, including ICT, to
document and communicate effectively their design thinking, ideas and proposals.
Planning
Develop autonomy.
Choose how to tackle their work, the methods or resources they need, make
decisions and seek to identify projects which motivate them and benefit others.
Describe, communicate and practise principles of effective planning and resource
management.
Develop personal skills and abilities to create effective relationships with individuals
and groups.
Evaluating
Reflect on and evaluate present and past technology, its uses and effects.
Analyse and explain the design decisions and thinking implicit in products,
processes and systems made by themselves and others.
Develop an initial understanding of the competitive nature of the world of
designing and making.
Become discriminating and informed users of products.
Develop the capacity to identify and criticise objectively, and assess the values
underlying the intentions, design, manufacture and consequences of any
technology on themselves and others.
Making high-quality products
Combine practical skills with an understanding of aesthetics, social and
environmental issues, function and industrial practices.
Demonstrate skills in creating products, processes and systems that achieve
consistent production outcomes. Apply these skills in enterprising and
empowering ways to personal and group situations.
Apply their knowledge of the characteristics of materials and equipment in creating
solutions and designing to meet criteria related to function, aesthetics,
sustainability and manufacture.
Crown copyright 2004
DfES 0971-2004 G
97 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
8/10/2019 The Framework - Training module 1
18/63
1.6 Creating this vision aligning the 2 minutesSubskills to the programme of study
Refer participants back to handout 1.2, which shows how the subskills are mapped onto
the programme of study.
Draw attention to the focus on designing. Explain that this is not a new programme of
study, but a change in emphasis in response to the acknowledged need for extra support
in the teaching of designing.
Key points
Participants will recognise these headings from the National Curriculum
programme of study, but significant attention should be paid to the key teaching
objectives in the first five headings to improve the teaching of designing.
Whilstmaking is included in this overview, year-by-year objectives formakinghave not been included. The Strategy recognises that in the majority of schools
the teaching ofmaking is currently better than the teaching of designing and,
therefore, focuses attention on the subskills of designing. For example, most
schools plan a significant number of focused practical tasks to develop making
skills, but plan few focused practical tasks specifically to develop designing skills.
The Strategy attempts to achieve a better balance.
It is not intended thatmaking should be removed or ignored, butmaking
objectives will not require the same level of review and planning as the other
objectives. If a school requires support in reviewing pupils progression inmaking
and in planning these objectives, they may wish to refer to the teachers guide to
the DfES/QCA Key Stage 3 scheme of work and the specific units that focus onmaking:
Unit 7B, Designing and making for yourself;
Unit 8C, Using ICT to support making;
Unit 8E, Producing batches;
Unit 9E, Ensuring quality production.
Creating this vision Handout 1.2
Pupils explore how they canintervene creatively to
improve the quality of life.
They develop skills in
clarifying the task.
Pupils look for needs, wantsand opportunities. They
develop a sense of
relationship or
connectedness with other
people, reflecting on andtaking action to shape
communities.
Pupils prepare to participatein tomorrows rapidly
changing technologies.
Pupils understand how tocreate personal relevance
through reflection.
Pupils develop creativity,enterprise, wisdom and the
capability to evaluate and
generate ideas and solutions.
They use a range of thinking
modes and styles:
questioning and
challenging
making connections andidentifying relationships
envisaging what might beand what could be
playing with ideas, keeping
options open
representing ideas in
different ways
evaluating effects of ideas
and actions.
Pupils become creativeproblem-solvers. They
respond to needs, wants and
opportunities.
Pupils understand and value
the combining of different
design skills in order to
create personal strategies to
become better designers ofculturally, environmentally
and socially defensible
products, processes and
systems.
Pupils respond by
developing a range of ideas
and making products and
systems.
Pupils use a full range of
communication skills andtechniques, including ICT, to
document and communicate
effectively their design
thinking, ideas and
proposals.
Pupils develop autonomy.
Pupils choose how to tackle
their work, the methods or
resources they need, makedecisions and seek to
identify projects which
motivate them and benefit
others.
Pupils describe,
communicate and practise
principles of effectiveplanning and resource
management.
Pupils develop personal skillsand abilities to create
effective relationships with
individuals and groups.
Pupils reflect on and evaluatepresent and past technology,
its uses and effects.
Pupils analyse and explainthe design decisions and
thinking implicit in products,
processes and systems
made by themselves and
others.
Pupils develop an initial
understanding of thecompetitive nature of the
world of designing and
making.
Pupils become discriminating
and informed users of
products.
Pupils develop the capacity to
identify and criticise objectively
and assess the values
underlying the intentions,
design, manufacture andconsequences of any
technology on themselves
and others.
Pupils combine practicalskills with an understanding
of aesthetics, social and
environmental issues,
function and industrial
practices.
Pupils demonstrate skills in
creating products, processes
and systems that achieveconsistent production
outcomes. They apply these
skills in enterprising and
empowering ways to
personal and groupsituations.
Pupils apply their knowledge
of the characteristics ofmaterials and equipment
when creating solutions and
designing to meet criteria
related to function,
aesthetics, sustainability andmanufacture.
Evaluating processes and
products
Working with tools,
equipment, materials and
components to produce
high-quality products
(drawing on: knowledge
and understanding of
materials, components,
systems and control, and
structures)
Exploring ideas and the
task
G en er at in g id ea s D ev el op in g an d mo de ll in g
ideas
Planning Evaluating Making high-quality
products
Key Stage 3 programme of study
Developing, planning and communicating ideas
How the six subskills link to the National Curriculum Key Stage 3 programme of study in design and technology
Crown copyright 2004
DfES 0971-2004 G
98 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
Handout 1.2
8/10/2019 The Framework - Training module 1
19/63
1.7 Creating this vision building blocks 10 minutes
Refer participants to handouts 1.3a to 1.3c, which are charts for Years 7, 8 and 9.
Explain that these tables list the key features that need to be taught year by year,
presenting them as broad statements. The charts are intended to demonstrate what the
distinctive nature of each year should be.
Handout 1.3c
Creating this vision building blocks
Characteristics of
Exploring ideas and the
task
G en er at in g id ea s D ev el op in g an d mo de ll in g
ideas
Planning Evaluating Making high-quality
products
Designing for markets (SoW)
Envisaging what could and
might be
Stimulating the imagination
Sharing work with others,
gathering constructive
feedback
Integrating design skills to
create personal strategies for
designing culturally,
environmentally and socially
defensible products,
processes and systems
Evaluating effects of ideas
and actions
Demonstrating skills in using
a broad range of recognised
communication techniques
to convey design thinking
Working on tasks facilitated
by the teacher or others
Working independently on a
chosen task
Choosing to adopt an
appropriate role within a
group, such as negotiator,
leader
Managing own time across anumber of lessons
Prioritising and reconciling
decisions on materials, time
and production
Evaluating the wider impact
of products
Identifying and using criteria
to judge the quality of
products
Ensuring quality production
(SoW)
Year 9
Characteristics of
Exploring ideas and the
task
G en er at in g id ea s D ev el op in g an d mo de ll in g
ideas
Planning Evaluating Making high-quality
products
Designing for clients (SoW)
Questioning and challenging
Asking unusual questions,
responding to ideas, tasks
or problems in an unusual
way, challenging
conventional responses,
independent thinking
Developing flexible and
independent thinking
Encouraging questioning,
openness to ideas and
different ways of doing things
Understanding and using the
relationship between different
design skills to become
better designers
Representing ideas in
different ways
Creating, recreating,
interpreting and
communicating ideas
effectively in unexpected
ways
Selecting appropriate
communication techniques
to document and convey
clearly design ideas, thinking
and organisation
Negotiating tasks with the
teacher and others
Adopting different roles
within a group
Managing time within a
lesson
Bringing resources together
at the right time
Working independently on a
task determined by the
teacher
Evaluating and modifying
Explaining the choices and
decisions made in designed
and manufactured products,
processes and systems and
identifying alternative
possibilities
Producing batches (SoW)
Exploring materials (SoW)
Handout 1.3b
Creating this vision building blocks
Year 8
Characteristics of Year
Exploring ideas and the
task
G en er at in g id ea s D ev el op in g an d mo de ll in g
ideas
Planning Evaluating Making high-quality
products
Looking for needs, wants
and opportunities
Designing for yourself(SoW)
Learning to think and
intervene creatively
Responding to needs, wants
and opportunities
Developing a range of design
skills and using them to
effect change
Making connections and
seeing relationships
Exploring a range of
strategies to develop thinking
and the capacity to effect
change
Playing with ideas, keeping
options open
Using a range of
communication techniques
as a means of self-reflection
and to describe their design
ideas, thinking and planning
Learning when working with
others
Developing planning skills
Working independently on
well-defined tasks
Sharing decisions with the
teacher and others
Evaluating strengths and
weaknesses How well does
it work?
Evaluating products in
relationship to users
Making for yourself (SoW)
Understanding materials
(SoW)
Handout 1.3a
Creating this vision building blocks
The objectives are set out year by year and are structured so that each year of the key stage has its own character.
7
Crown copyright 2004
DfES 0971-2004 G
99 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
Handout 1.3a
Handout 1.3c
Handout 1.3b
8/10/2019 The Framework - Training module 1
20/63
Explain that, from this basis, the actual teaching objectives are set out year by year and
are structured so that each year of the key stage has its own character. For example:
Year 7 focuses on designing for yourself;
Year 8 focuses on designing for clients;
Year 9 focuses on designing for markets;
or:
Year 7 focuses on sharing decisions with the teacher and others;
Year 8 focuses on negotiating tasks with the teacher and others;
Year 9 focuses on working facilitated by the teacher and others.
The structure of the teaching objectives means that pupils will progressively:
increase their knowledge, skills and understanding relative to the start of Key
Stage 3;
move from familiar to unfamiliar contexts;
meet needs which demand more complex or difficult solutions;
learn to identify new goals, recognising when they can intervene and what they
can do;
develop personal autonomy, self-direction, the ability to manage themselves and
their personal resources;
increase understanding of their own learning and how they can progress.
Explain that the headings were chosen to draw attention to the interrelationship between
designing andmaking and the different aspects of designing.
Show OHT 1.8, which provides a visual representation of the iterative design process
rather than a linear one. It is a clear process of to-ing and fro-ing, imaging and modellinginside the head (designing) and confronting reality outside the head (making).
Key points
It is not intended that teachers start with exploring ideas, progressing to
generating ideas and so on in a linear teaching sequence. Some activities willbegin with evaluating orplanning. Neither is it intended that teachers should work
their way through all of the objectives forgenerating ideas in sequence.
OHT 1.8
Nature of designing andmaking
Kimbell R., Stables K., Wheeler T., Wozniak A., and Kelly V., 1991
The Assessment of Performance in Design & Technology: The final report of the
APU design & technology project (1985-91), School Examinations and Assessment
Council (D/010/B/91) and the Central Office of Information, for HMSO
Crown copyright 2004
DfES 0971-2004 G
100 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
OHT 1.8
8/10/2019 The Framework - Training module 1
21/63
In practice, teachers will find that a typical teaching unit will include work on a
selected bundle of objectives, the emphasis depending on the context and the
stage of learning.
The expectation is that knowledge, skills and understanding will be taught through
product analysis, focused practical tasks that develop a range of techniques, skills
and processes, and design-and-make assignments set in different contexts. The
assignments should include control systems and work that uses a range ofcontrasting materials, including resistant materials and/or food.
In defining yearly objectives, the Framework implies a set of expectations. It is
hoped and expected that many schools will move beyond it. There will also be
schools for which the teaching objectives pose a steep challenge. For these
schools, the Framework offers well-defined priorities and a focus for teaching and
learning. At every stage, and for all pupils, it is the professional judgement of the
teacher that will determine the pace of acquisition. Set against a challenging pace
is the discretion to consolidate and return to skills that have previously been
taught. The aim is not coverage but achievement.
Additional noteProgression in capability in design and technology
Design and technology is not simply about pupils learning a particular skill or a piece of
knowledge, with the concepts they learn just becoming more difficult year by year. The
processes of design and technology require pupils to integrate knowledge, skills and
understanding to produce solutions. Pupils develop their ability to synthesise their
knowledge, skills and understanding and use them coherently to make design solutions.
Thus, pupils draw on their knowledge, skills and understanding in order to design and
make products.
It is important to structure what pupils learn as knowledge (the what) and skills (the
how to), but it is even more important to teach them how to draw on this knowledge and
these skills when designing and making (the process). This is why the Framework pays
particular attention to the process of designing. The concept of progression in capability in
design and technology is characterised by the simultaneous development in pupils of:
propositional knowledge (knowing that );
tacit knowledge (knowing how to );
process skills.
The aim is that pupils will combine their increasing abilities in knowing that and
knowing how to , with their enhanced process skills, bringing all this knowledge
to bear in a purposeful and constructive manner. Progression consists of pupils ability to
apply this knowledge and these skills to their designing and making and continuously toimprove their quality of understanding of the purposes and the outcome.
Progression in design and technology encompasses the development of pupils ability to
handle:
individual concepts of increasing breadth and depth;
a large number of increasingly complex concepts simultaneously.
These concepts include:
knowledge of products, health and safety, materials, aesthetics, human needs,
technological systems, resources, equipment and processes;
Crown copyright 2004
DfES 0971-2004 G
101 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
8/10/2019 The Framework - Training module 1
22/63
values and attitudes, such as creativity, ingenuity, care, confidence,
resourcefulness, flexibility, sensitivity, decisiveness, cooperation, independence,
social responsibility;
skills, such as investigating, analysing, identifying needs, offering and
communicating ideas, exploring and appraising ideas, developing and recording
ideas, working with materials and equipment, practical skills, managing resources,
planning, making, evaluating.
Thuspupils develop their ability to handle individual concepts, such as evaluating
existing products, by looking at:
more sophisticated techniques for evaluating;
a wider range of products;
more complex issues that require careful investigation and gathering of information
to reach a judgement.
In addition,pupils will progress in their ability to handle a number of concepts
simultaneously, for example, designing and making a product that requires them to
consider a number of factors, such as health and safety, materials science, resource
management and social responsibility.
Use the next five OHTs to help participants quickly to develop an overview of the
Framework and training materials. These slides:
summarise the overall structure of the Framework objectives;
provide an overview of how the objectives can be incorporated into a scheme of
work;
illustrate the additional support materials that have been included in the training
materials to help teach the objectives.
1.8 Putting the Framework into practice 15 minutesan overview
To help participants develop an overview of the Framework and training materials the
following sequence of 5 slides allows the presenter to quickly:
summarise the overall structure of the Framework objectives;
provide an overview of how the objectives can be incorporated into a scheme of
work;
illustrate the additional support materials which have been included in the training
materials to help teach the objectives.
Show OHT 1.9 which shows the format of the yearly objectives in the Framework.
Crown copyright 2004
DfES 0971-2004 G
102 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
8/10/2019 The Framework - Training module 1
23/63
Key points
The descriptive statement embodies the key features of the subskill for Key
Stage 3 and provides a flavour of the type of work in which pupils will be involvedwhen working with this subskill.
The objectives for each year should be taught so that pupils develop
competence and confidence in the subskill being addressed.
Progression across the years reading the objectives horizontally across the
page, participants can see how the demand increases from Year 7 to Year 9.
Remind participants that, as explained earlier in the module, the objectives contained
within the five subskills have been developed to cover and match the requirements of the
programme of study for Key Stage 3.
Show OHT 1.10.
Briefly describe this one example of a Key Stage 3 scheme of work with two or three
subskills allocated to each unit. Remind participants that making skills and knowledge and
understanding will also be taught in each of the units although they are not shown here.
Point out that the allocation of the subskills in this way allows for a more effective use of
time: even if pupils are working through a full design-and-make activity in each unit, the
particular teaching focus is on the nominated subskills. The next OHT shows how the
precise objectives for the three subskills indicated on the highlighted unit will be selected.
OHT 1.10
Long-term planning
OHT 1.9
Format of the yearly objectives
Crown copyright 2004
DfES 0971-2004 G
103 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
OHT 1.10
OHT 1.9
8/10/2019 The Framework - Training module 1
24/63
Show OHT 1.11.
This shows all the Year 9 objectives for each of the three subskills identified. In this
example, the teacher selects one objective from each subskill to be launched during the
teaching of this unit (highlighted in red on the OHT). Stress that it is important not to try to
teach too many objectives in any one unit. Pupils may have experienced other objectives
from these subskills in previous units, in which case there will be an opportunity to
reinforce them while this unit is being taught (highlighted in blue on the OHT). Say that
although this has now identified the objectives to be taught it does not give any guidance
on how this should be carried out.
Show OHT 1.12.
Show participants handout 4.7 and explain that this is a bank of over 80 activities, mainly
short (1530 minutes), from module 4, which can be used to teach the objectives. The
OHT shows how these have been allocated to years and to subskills. It is important to
stress that this allocation is not at all prescriptive: many activities can be easily adapted for
use in earlier or later years or for teaching other subskills.
Exploring ideas and
the task
Generating ideas Developing and modelling
ideas
Planning Evaluating
A day in the life
Walk around a building
Why put it right?
Centring
Inspirational products
The bigger picture Design abacus
PIES
Walk on the wild side
Look to the natural world
Take a risk
Design abacus
Building a design
Group crits
Scamper
LEGO production line
Charting work-flow
GANTT chart
Sustainable materials
Product impact
Questioning product
evaluation
Compare and contrast
Year 7
Year 8
Year 9
Big and small questions
Word association
Be a problem-finder
Live like the user Observe people and
products
Using materials
Learn from the past and
other cultures Product footprint
Winners and losers
Look to the future
Deconstruction
Less is best?
635
Beg, borrow, steal
Champions
Improvise, play and
experiment Get expert help
Three-minute sketching
Consequence diagrams
Matrices
Flow charts
Sequencing Working in teams
Questioning product
evaluation
Look from a different
angle Right angle
Display
CAFEQUE
Role-play and user needs
Key words Mood-board homework
Mind-mapping
Brainstorming
Mood-boards
Line-ups Product pairs
Alternative uses
Morphology New from old
Pattern design
Word and picture board
Product ranges
Create some space toreflect
Getting ideas
Modify the
Designing for reuse andrecycle
Under-the-table designs
Building blocks
12-minute discussion
Consultations Using grids
Developing your idea
4 4
Sequence mapping
CAD planning Group planner
Questioning product
evaluation Six thinking hats
ACCESS FM
Ranking
Thats where I draw the
line
OHT 1.12
Activities for teaching the yearly objectives and modelling
OHT 1.11
Medium-term planning
Crown copyright 2004
DfES 0971-2004 G
104 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
OHT 1.12
OHT 1.11
8/10/2019 The Framework - Training module 1
25/63
Show OHT 1.13.
Briefly describe the format of the activities and the fact that several are also supported by
video clips included on the DVD. The important message is that these are short activities,
intended to be delivered at pace and to provide pupils with a range of designing strategies
which they will be able to use in the future to assist their designing.
Conclude by saying that there will be opportunities to look in more detail at each of these
aspects in training modules 2 to 4.
Key points
Although the Framework sets out in detail the subprocesses of designing, it is
important to recognise that pupils develop their capability in an integrated way,
through combining their skills in designing andmaking with knowledge and
understanding to make high-quality products.
Most teachers will also know that individual pupils learning, year by year, is not
quite as systematic as the Framework might suggest as, within this set of
designing skills, they will have strengths and weaknesses. Teaching can be
structured progressively but individuals will make progress at their own pace.
Learners do not necessarily advance in an orderly manner. Every teacher has
witnessed or experienced leaps in their own or pupils understanding when
everything suddenly seems to fall into place.
1.9 Focus of the scheme for design and technology 10 minutes
Show OHT 1.14.
OHT 1.14
Focus of the scheme for design and
technology
To aid progression, continuity and teaching of shared
objectives by means of team planning.
To improve the teaching of designing by developing
pupils:
autonomy;
creativity;
reflection;
skills in group work.
OHT 1.13
Format of the yearly objectives
Crown copyright 2004
DfES 0971-2004 G
105 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
OHT 1.14
OHT 1.13
8/10/2019 The Framework - Training module 1
26/63
Explain that key issues in design and technology have been identified as needing support.
Tell participants that the strategy has a focus on:
team planning for progression and continuity of teaching within departments;
improving the teaching of designing and, in particular, those aspects that develop
autonomy, creativity, reflection and team working.
ActivityParticipants should work with the person next to them, as a pair. Ask them to share their
lists of issues that their department currently faces with regard to their courses for Key
Stage 3. For example, What obstacles do you currently find that prevent you from
achieving effective progression in your teaching of design?Ask participants to find out
whether their lists can be divided into:
management and team-planning issues;
issues regarding the teaching of designing.
After about 5 minutes, take brief feedback.
Additional note
You will need to direct this feedback carefully, to keep within the time allowed. There may
be a considerable number of negative responses regarding, for example, short lesson
times, large class sizes, rotational courses and resourcing. Respond to this by saying that
the Strategy provides an opportunity for departments to work with senior managers to
review the way in which the scheme of work is planned and managed.
If the participants have relatively few concerns about the teaching of designing, use this as
an opportunity to draw their attention to the problem and explain that this lack of concern
may be because, as a profession, they are not giving these skills enough attention.
Emphasise the support that the D & T programme will provide in addressing areas inwhich participants think they need help.
Key points
The Framework should help to refocus the attention of teachers on those aspects
of learning that are known to be weaker or new in the subject, for example, the
teaching of designing skills, developing creative thinking skills and encouraging
autonomy. The objectives within the headings focus attention on areas known
to improve pupil motivation and performance, such as:
autonomy;
creativity;
team working; reflection.
A particular feature of the Framework is to enable pupils to build a sense of
ownership of their own learning, of their progress through Key Stage 3, of the
purposes behind their designing andmaking, and of their future directions. If a
teacher instils in pupils a sense of engagement and purpose in what they are
doing, it becomes more than likely that high-quality learning will result, whatever
the constraints of time, resources and facilities.
The Framework helps teachers to involve pupils in planning their own progress.
Pupils can be encouraged to take responsibility for their own learning and teaching
objectives can be shared with them.
Crown copyright 2004
DfES 0971-2004 G
106 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
8/10/2019 The Framework - Training module 1
27/63
Explain that teachers are enabled to focus on:
setting clear objectives that pupils understand;
processing and practising essential designing andmaking skills;
modelling tasks for pupils benefit;
linking knowledge and skills learned in one project, or by working in one material,
to another; offering clear conclusions that enable pupils to see what they have learned and
achieved.
Evidence shows that teaching which involves the frequent rotation of pupils among
different material areas can result in unbalanced achievement and a lack of
progression. This can be avoided if staff plan as a team, to ensure that they introduce
greater demands, which build on earlier experiences, as pupils progress through the year.
The Framework offers advice and training on planning and managing Key Stage 3
effectively.
1.10 Links 3 minutes
Show OHT 1.15 and refer participants to handout 1.4.
Handout 1.4
Joining up all curriculum developments
Key Stage 3
Strategy
DfES/QCA scheme of work for design and technology
(www.standards.dfes.gov.uk/schemes)
National Curriculum requirements
(www.nc.uk.net)
Attainment target for design and
technology
(www.nc.uk.net
(click on Design and Technology))
Assessment in design and
technology
(www.ncaction.org.uk)
ICT objectives
(www.nc.uk.net (click on ICT))
Gifted and talented
(www.nc.uk.net/gt)
Learning difficulties
(www.nc.uk.net/ld)
QCA, Creativity: Find it, promote it
(www.ncaction.org.uk/creativity)
Design and Technology Association (DATA)
Website resources (www.web.data.org.uk)
Publications
The design and technology secondary head of
department handbook
Supporting the Key Stage 3 National Strategy CD-ROM
National Association of Advisers
and Inspectors in Design and
Technology (NAAIDT)
(www.naaidt.org.uk)
Website resources
Publications
Think on
Quality through
progression in design
OHT 1.15
Clearly linked
The Key Stage 3 National Strategy is designed:
to link to the existing attainment target for design and
technology
to link to the DfES/QCA schemes of work
to map over and review your existing scheme of work.
Crown copyright 2004
DfES 0971-2004 G
107 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
OHT 1.15
Handout 1.4
8/10/2019 The Framework - Training module 1
28/63
Key points
The Key Stage 3 National Strategy links to the existing attainment target,
QCA/DfES schemes of work and other guidance material produced, for example,
for pupils with learning difficulties, and gifted and talented pupils.
The teaching objectives cover all the statements of the National Curriculum
programme of study. They exemplify the programme of study by setting out what
should be taught year by year. The objectives focus on the teaching of
designing and thus concentrate in particular on section 1 and section 3 of the
programme of study:
developing, planning and communicating ideas;
evaluating processes and products.
The teaching objectives clearly link to the attainment target for design and
technology; there is a diagram provided to show the attainment target levels
against the headings from the Framework objectives.
This presents an opportunity to bring together support, guidance and training.
Crown copyright 2004
DfES 0971-2004 G
108 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes
8/10/2019 The Framework - Training module 1
29/63
Crown copyright 2004
DfES 0971-2004 G
109 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Handouts
Design and technology: Framework and training materials
Training module 1
The Framework the visionHandouts
8/10/2019 The Framework - Training module 1
30/63
Crown copyright 2004
DfES 0971-2004 G
110 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Handouts
8/10/2019 The Framework - Training module 1
31/63
Crown copyright 2004
DfES 0971-2004 G
111 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Handouts
Handout 1.1
Sharing a visionDesign and technology prepares pupils to participate in tomorrows rapidly changing technologies. They
learn to think and intervene creatively to improve the quality of life. The subject calls for pupils to become
autonomous and creative problem-solvers, as individuals and as members of a team. They must look for
needs, wants and opportunities and respond to them by developing a range of ideas and making
products and systems. They combine practical skills with an understanding of aesthetics, social and
environmental issues, function and industrial practices. As they do so, they reflect on and evaluate
present and past design and technology, its uses and effects. Through design and technology, all pupils
can become discriminating and informed users of products, and become innovators.
The importance of design and technology (Design and technology
the National Curriculum for England; DfEE, QCA, 1999, page 15)
Key subskills Key words or phrases that come to mind
Exploring ideasand the task
Generating ideas
Developing and
modelling ideas
Planning
Evaluating
8/10/2019 The Framework - Training module 1
32/63
8/10/2019 The Framework - Training module 1
33/63
Crown copyright 2004
DfES 0971-2004 G
113 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Handouts
Chara
cteristicsofYear
Exploringideasandthe
task
Generatingideas
Developingandmod
elling
ideas
Planning
Evaluating
Makinghigh-quality
products
Loo
king
fornee
ds,
wan
ts
an
dopportun
ities
Designingforyourself(So
W)
Learn
ing
tothin
kan
d
intervenecreat
ive
ly
Respon
ding
to
nee
ds,
wan
ts
an
dopportunit
ies
Deve
lop
ingara
ngeo
fdesign
skillsan
dus
ing
them
to
effec
tc
hange
Ma
kingconnec
tionsan
d
see
ingre
lations
hips
Exp
loringarangeo
f
stra
teg
ies
todeve
lopt
hinking
an
dthecapac
ity
toeffec
t
change
Playingw
ithideas,
keep
ing
op
tionsopen
Us
ingarangeo
f
commun
ica
tion
tec
hniq
ues
asameanso
fse
lf-refle
ction
an
dtodescri
be
the
irdes
ign
ideas,
thinkingan
dplann
ing
Learn
ingw
henwork
ingw
ith
others
Deve
lop
ingp
lann
ings
kills
Work
ing
indepen
den
tlyon
we
ll-de
fine
dtas
ks
Sharing
dec
isionsw
iththe
teac
heran
do
thers
Eva
lua
tings
treng
thsan
d
wea
knessesHowwelldoes
itwork?
Eva
lua
tingpro
duc
tsin
relations
hiptousers
Makin
gforyourself(So
W)
Understandingmaterials
(SoW
)
Handout1.3a
Cre
ating
thisv
ision
bu
ilding
blo
cks
Theobjectivesaresetoutyearby
yearan
dares
truc
ture
dso
thateac
hyearo
fthe
keys
tage
has
itsownc
harac
ter.
7
8/10/2019 The Framework - Training module 1
34/63
Crown copyright 2004
DfES 0971-2004 G
114 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Handouts
Characteristicsof
Exploringideasandthe
task
Generatingid
eas
Developingandmod
elling
ideas
Planning
Evaluating
Makinghigh-quality
products
Design
ingforclients(So
W)
Quest
ion
ingan
dc
ha
lleng
ing
As
king
unusua
lques
tions,
respon
ding
toideas,
tas
ks
orpro
blems
inanunusua
l
way,c
ha
lleng
ing
conven
tiona
lresponses,
indepe
nden
tthinking
Deve
lop
ing
flex
iblean
d
indepen
den
tthinking
Encourag
ingq
ues
tion
ing,
openness
toid
easan
d
differen
tways
ofdo
ing
things
Un
ders
tan
dingan
dus
ing
the
relations
hipbe
tweend
ifferen
t
des
ignsk
ills
tobecome
be
tter
des
igners
Represen
ting
ideas
in
differen
tways
Crea
ting,
recrea
ting,
interpre
tingan
d
commun
ica
ting
ideas
effec
tive
lyinunexpecte
d
ways
Se
lec
tingappropria
te
commun
ica
tion
tec
hniques
todocumen
tan
dconv
ey
clearly
des
ign
ideas,th
inking
an
dorgan
isa
tion
Nego
tia
ting
tas
ksw
iththe
teac
heran
do
thers
Adop
ting
differen
tro
les
withinagroup
Manag
ing
timew
ithina
lesson
Bring
ingresources
toge
ther
attherig
httime
Work
ing
indepen
den
tlyona
task
de
term
ine
dby
the
teac
her
Eva
lua
tingan
dmo
difying
Exp
laining
thec
ho
icesan
d
dec
isionsma
de
indes
igne
d
an
dmanu
fac
ture
dpro
duc
ts,
processesan
dsys
temsan
d
iden
tifyinga
lterna
tive
poss
ibilities
Produ
cingbatches
(So
W)
Exploringmaterials(So
W)
Handout1.3b
Cre
ating
thisv
ision
bu
ilding
blo
cks
Year8
8/10/2019 The Framework - Training module 1
35/63
Crown copyright 2004
DfES 0971-2004 G
115 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Handouts
Handout1.3c
Cre
ating
thisv
ision
bu
ilding
blo
cks
Characteristicsof
Explor
ingideasandthe
task
Generatingideas
Developingandmode
lling
ideas
Planning
Evaluating
Making
high-quality
produc
ts
Design
ingformarkets(So
W)
Envisag
ingw
ha
tcou
ldan
d
mightbe
Stimu
lating
the
imag
ina
tion
Sharingworkw
itho
thers,
ga
theringcons
truc
tive
fee
dbac
k
Integra
ting
des
igns
kills
to
crea
tepersona
ls
tra
tegies
for
des
ign
ingcu
ltura
lly,
environmen
tallyan
dsoc
ially
de
fens
iblepro
duc
ts,
processesan
dsys
tems
Eva
lua
tinge
ffec
tso
fide
as
an
dac
tions
Demons
tra
tings
kills
inus
ing
abroa
drangeo
frecogn
ise
d
commun
ica
tion
tec
hniq
ues
toconvey
des
ign
thinking
Work
ingon
tas
ks
fac
ilitated
by
the
teac
heroro
thers
Work
ing
indepen
den
tlyona
chosen
tas
k
Choosing
toa
dop
tan
appropria
tero
lew
ithina
group,
suc
hasnego
tia
tor,
lea
der
Manag
ingown
timeacrossa
num
bero
flessons
Priori
tis
ingan
dreconc
iling
dec
isionsonma
teria
ls,
time
an
dpro
duc
tion
Eva
lua
ting
thew
ider
impac
t
ofpro
duc
ts
Iden
tifyingan
dus
ingcri
teria
tojudge
thequa
lityo
f
pro
duc
ts
Ensuringqualityproduction
(So
W)
Year9
8/10/2019 The Framework - Training module 1
36/63
Crown copyright 2004
DfES 0971-2004 G
116 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Handouts
Handout 1.4
Joining up all curriculum developments
Key Stage 3
Strategy
DfES/QCA scheme of work for design and technology
(www.standards.dfes.gov.uk/schemes)
National Curriculum requirements
(www.nc.uk.net)
Attainment target for design and
technology
(www.nc.uk.net
(click on Design and Technology))
Assessment in design and
technology(www.ncaction.org.uk)
ICT objectives
(www.nc.uk.net (click on ICT))
Gifted and talented
(www.nc.uk.net/gt)
Learning difficulties
(www.nc.uk.net/ld)
QCA, Creativity: Find it, promote it
(www.ncaction.org.uk/creativity)
Design and Technology Association (DATA)
Website resources (www.web.data.org.uk) Publications
The design and technology secondary head of
department handbook
Supporting the Key Stage 3 National Strategy CD-ROM
National Association of Advisers
and Inspectors in Design and
Technology (NAAIDT)
(www.naaidt.org.uk)
Website resources
Publications
Think on
Quality through
progression in design
8/10/2019 The Framework - Training module 1
37/63
Crown copyright 2004
DfES 0971-2004 G
117 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | Handouts
Design and technology: Framework and training materials
Training module 1
The Framework the visionOHTs
8/10/2019 The Framework - Training module 1
38/63
Crown copyright 2004
DfES 0971-2004 G
118 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | OHTs
8/10/2019 The Framework - Training module 1
39/63
OHT 1.1
Objectives
To understand the background to the Framework.
To take a first look at the Framework.
To understand the reasons for focusing on team
planning for progression and developing pupils
designing skills, autonomy, creativity, team-working
and reflective skills.
Crown copyright 2004
DfES 0971-2004 G
119 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | OHTs
8/10/2019 The Framework - Training module 1
40/63
Crown copyright 2004
DfES 0971-2004 G
120 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | OHTs
OHT 1.2
Sharing a vision
Design and technology prepares pupils to participate intomorrows rapidly changing technologies. They learn to
think and intervene creatively to improve the quality of
life. The subject calls for pupils to become autonomous
and creative problem-solvers, as individuals and as
members of a team. They must look for needs, wants
and opportunities and respond to them by developing arange of ideas and making products and systems. They
combine practical skills with an understanding of
aesthetics, social and environmental issues, function and
industrial practices. As they do so, they reflect on and
evaluate present and past design and technology, its
uses and effects. Through design and technology, all
pupils can become discriminating and informed users of
products, and become innovators.
The importance of design and technology
(Design and technology the National Curriculum for
England; DfEE, QCA, 1999, page 15)
8/10/2019 The Framework - Training module 1
41/63
OHT 1.3
Sharing a vision
Design and technology prepares pupils to participate intomorrows rapidly-changing technologies. They
learn to think and intervene creativelyto improve the
quality of life. The subject calls for pupils to become
autonomous and creative problem-solvers, as
individuals and as members of a team. They must
look for needs, wants and opportunities andrespond to them by developing a range of ideas
and making products and systems. They combine
practical skills with an understanding of aesthetics,
social and environmental issues, function and
industrial practices. As they do so, they reflect on
and evaluate present and past design and
technology, its uses and effects. Through design and
technology, all pupils can become discriminating and
informed users of products, and become innovators.
Crown copyright 2004
DfES 0971-2004 G
121 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | OHTs
8/10/2019 The Framework - Training module 1
42/63
Crown copyright 2004
DfES 0971-2004 G
122 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | OHTs
OHT 1.4a
... tomorrows rapidly changing technologies
8/10/2019 The Framework - Training module 1
43/63
Crown copyright 2004
DfES 0971-2004 G
123 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | OHTs
OHT 1.4b
... think and intervene creatively to improve
the quality of life
8/10/2019 The Framework - Training module 1
44/63
Crown copyright 2004
DfES 0971-2004 G
124 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | OHTs
OHT 1.4c
... autonomous and creative
problem-solvers, as individuals and as
members of a team
8/10/2019 The Framework - Training module 1
45/63
OHT 1.4d
... look for needs, wants and opportunities
and respond to them by developing a range
of ideas and making products and systems
Crown copyright 2004
DfES 0971-2004 G
125 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | OHTs
8/10/2019 The Framework - Training module 1
46/63
8/10/2019 The Framework - Training module 1
47/63
OHT 1.4f
... reflect on and evaluate present and past
design and technology, its uses and effects
Crown copyright 2004
DfES 0971-2004 G
127 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | OHTs
8/10/2019 The Framework - Training module 1
48/63
Crown copyright 2004
DfES 0971-2004 G
128 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | OHTs
OHT 1.4g
... become discriminating and informed
users of products, and become innovators
8/10/2019 The Framework - Training module 1
49/63
OHT 1.5
Sharing a visionDesign and technology prepares pupils to participate in tomorrows rapidly changing technologies. They
learn to think and intervene creatively to improve the quality of life. The subject calls for pupils to become
autonomous and creative problem-solvers, as individuals and as members of a team. They must look forneeds, wants and opportunities and respond to them by developing a range of ideas and making
products and systems. They combine practical skills with an understanding of aesthetics, social and
environmental issues, function and industrial practices. As they do so, they reflect on and evaluate
present and past design and technology, its uses and effects. Through design and technology, all pupils
can become discriminating and informed users of products, and become innovators.
The importance of design and technology (Design and technology
the National Curriculum for England; DfEE, QCA, 1999, page 15)
Key subskills Key words or phrases that come to mind
Exploring ideas
and the task
Generating ideas
Developing and
modelling ideas
Planning
Evaluating
Crown copyright 2004
DfES 0971-2004 G
129 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | OHTs
8/10/2019 The Framework - Training module 1
50/63
Crown copyright 2004
DfES 0971-2004 G
130 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | OHTs
OHT 1.6
Sharing a vision
Key subskills Key words or phrases
Exploring thinking skills, intervening to improve the quality of life, identifying needs,
ideas and wants and opportunities, innovation, imagination, futures, inspiration
the task from other times and cultures
Generating responding to needs, wants and opportunities, generating solutions,
ideas developing a range of ideas for making products and systems, discover,
explore, resolve, prioritise, problem-solving, wisdom and enterprise,
change and choice making, communicating ideas and information,
flexibility
Developing combine practical skills and understanding of aesthetics, social,
and environmental issues, function and industrial practices to design and make
modelling products, properties and characteristics of materials, techniques and tools
ideas for processing materials, reconciling conflicting issues, sustainability,
appropriateness, elegance, simplicity
Planning independent and team working, ownership of the task, freedom to
address areas of own interest, self-direction, self-management, small and
large group work, team roles, leadership, virtual teams, collegiate, sense
of identity, interdependence, negotiating
Evaluating reflection, product analysis, impact of products, designing and making,discriminating and informed users of products, evaluation of process,
product and learning, making judgements
8/10/2019 The Framework - Training module 1
51/63
OHT1.7a
Cre
atingthisvision
Interp
retingtheFramework
Thekeysubskillsandobjectivesare
drawnfromthisstatement.
Desig
nandtechnologypreparespupilstoparticipate
intomorrowsrapidlychangingtechnologies.T
heylearnto
think
andintervenecreatively
toimprovethequalityo
flife.
Thesubjectcallsforpupilstobecomeautonomous
andcreativeproblem-solvers
,asindividualsandasm
embersofateam.
The
ymustlookforneeds,wantsand
oppo
rtunitiesandrespondto
thembydevelopingarangeofideasandmakingproductsandsystem
s.
They
combinepracticalskillswithanunderstandingofaes
thetics,socialandenvir
onmentalissues,
functio
nand
indus
trialpractices.
Astheydoso,
theyreflectonan
devaluatepresentandpastdesignandtechnology,itsuses
andeffects.
Throughdesign
andtechnology,allpupilscanbecomediscrimin
atingandinformedusersof
products,andbecomeinnov
ators.
Exp
loring
Genera
ting
Developin
g
Planning
Evaluating
Ma
king
ide
asand
ideas
and
hig
h-quality
the
task
modelling
pro
ducts
ideas
Crown copyright 2004
DfES 0971-2004 G
131 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | OHTs
8/10/2019 The Framework - Training module 1
52/63
Structure of the materials: 1
The importance of D&T statement
Designing Making
Crown copyright 2004
DfES 0971-2004 G
132 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | OHTs
OHT1.7b
8/10/2019 The Framework - Training module 1
53/63
Crown copyright 2004
DfES 0971-2004 G
133 Design and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vision | OHTs
OHT1.7c
Structure of the materials: 2
The importance of D&T statement
DESIGNING MAKING
YEAR
OBJECTIVES
Exp
loringideas
Generatingideas
Deve
lopingideas
Planning
E
valuating
8/10/2019 The Framework - Training module 1
54/63
Crown copyright 2004
DfES 0971-2004 G
134 Design and technology: Framework and training materialsDesign and technology: Framework and training materials
Key Stage 3National Strategy | Module 1: The Framework the vi