Design and TechnologyThe Current English Perspective

Jonathan Gershon

NAAIDT Annual Conference 2008‘Pushing the Boundaries’

Where are we now Early Years Foundation Stage ( 0 to 5 )

Primary Reviews

Key Stage 4 GCSE reviews

14 – 19 Diplomas staring in some gateway areas from September 2008

New Key Stage 3 phased in from 2008 for year 7

Educational Context

Remodelling the Curriculum Coherent whole curriculum design underpinned by Aims Innovative and Relevant, Flexible and Localised, Cross curricular and integrated

Transforming Learning Personalised and Tailored to individual pupil needs Includes skills – functional / lifelong

Remodelled schools through BSF, Diplomas

Coherence… for the learner

Subjects

Skills and dimensions

Personal Development

The Aims

The curriculum aims to enable all young people to become:

successful learners who enjoy learning, make progress and achieve

confident individuals who are able to live safe, healthy and fulfilling lives

responsible citizens who make a positive contribution to society

An increased focus on Skills

Independent enquirers Creative thinkers Reflective learners Team workers Self-managers Effective participators

Functional skills: English, Maths and ICT In POS Embedded in GCSE and Diploma Stand-alone qualifications New targets – 5 A* - C inc English & Maths

A new framework for Personal, learning and thinking skills

The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes

Three key questions

3How well

are we achieving our aims?

Assessmentfit for purpose

Whole curriculum dimensions

Learning approaches

Components

Accountability measures

Every Child Matters outcomes

Focus for learning

Curriculum aims

Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing

Attitudes and attributeseg determined, adaptable, confident,

risk-taking, enterprising

Knowledge and understandingeg big ideas that shape the world

Skills eg literacy, numeracy, ICT, personal,

learning and thinking skills

Successful learnerswho enjoy learning, make progress and achieve

Responsible citizens who make a positive contribution to society

Confident individualswho are able to lead safe, healthy and fulfilling lives

The curriculum aims to enable all young people to become

To make learning and teaching more effective so that learners understand quality and how to improve

Embraces peer- and

self-assessment

Uses tests and tasks

appropriately

Links to national standards which are consistently

interpreted

Helps identify clear targets for

improvement

Gives helpful feedback for the learner and other

stakeholders

Maximises pupils’

progress

Promotes a broad and engaging curriculum

Draws on a wide range of

evidence of pupils’ learning

Is integral to effective

teaching and learning

Informs future planning and

teaching

Statutory expectations

PSHEPW EW+FC

PEMuMFL RE SCMaICTHiGeEnD & TCiA & D

Physical development

Personal, social and emotional development

Mathematical development

Knowledge and understanding of the world

Communication, language and literacy

Creative development

1What

are we trying to achieve?

2How do we

organise learning?

Attainment and improved standards

Behaviour and attendance

Further involvement in education, employment or training

Civic participation

Healthy lifestyle choices

To secure

Including all learners with opportunities

for learner choice and personalisation

Using a range of audience and

purpose

Matching time to learning need eg deep, immersive and regular

frequent learning

In tune with human

development

A range of approaches eg enquiry, active

learning, practical and constructive

Building on learning beyond the school including community and business links

Opportunities for spiritual, moral, social,

cultural, emotional, intellectual and

physical development

Overarching themes that have a significance for individuals and society, and provide relevant learning contexts:Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development –

Technology and the media – Creativity and critical thinking.

Lessons Out of schoolExtended hoursRoutinesEventsLocations Environment

A big picture of the curriculumWorking draft July 2007

New Key Stage 3 Curriculum

What it is not….. Prescriptive content – not one size fits all

Key Elements Whole school identified Aims and Organisation

including Skills and Qualities Underpinned by

Key Concepts Key Processes

Local elements / focus Ownership and responsibility back to teachers

Cross-curriculum dimensions include:

identity and cultural diversity healthy lifestyles community participation enterprise global dimension and sustainable

development technology and the media creativity and critical thinking.

Subject programmes of studyA new look at subjects

ImportanceWhy the subject

matters and how it contributes to the

aims

Less prescribed contentbut an increased focuson subject discipline… the key ideas and skillsthat underpin a subject.

CfBT and Subject Associations supporting implementation

Regional conferences & support http://www.newsecondarycurriculum.org

Planning Wizard

Resource Library

Curriculum Planning Wizard

This Wizard is designed to allow subject leaders to think and plan the new secondary curriculum. There are 6 activities in total that help you to answer these questions and are as follows:

What are we trying to achieve? Clarifying your subject’s vision

How can we organise our learning? Skills, attributes and experiences Dear curriculum planner / timetabler Planning cross-curricular opportunities

How well are we achieving our aims? Evaluating your curriculum Timeline your strategy

http://curriculum.qca.org.uk/subjects/design-and-technology/index.aspx

Relationship with the D&T Secondary Strategy

Departments that have used the audit to review provision and adopted KS3 Strategy approach well placed to move forward

KS3 Strategy still relevant – framework was built on earlier version of the importance statement

Sub skills of designing – ‘generate, develop, model and communicate ideas’

Importance statement

In design and technology pupils combine practical and technological skills with creative thinking to design and make products and systems to meet human needs. They learn to use current technologies and consider the impact of future technological developments. 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 range 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 develop confidence in using practical skills and become discriminating users of products. They apply their creative thinking and learn to innovate.National Curriculum KS3 programme of study, 2007

Key concepts

Designing and makingAcquire and apply knowledge and skills

Cultural understandingNeeds, beliefs and values in context

CreativityApply principles and processes to innovate

Critical evaluationAnalyse existing and own products

Generate, develop, model and evaluate ideas in a range of ways using appropriate strategies

Respond creatively to briefs, developing their own proposals and producing specifications for products

Apply knowledge and understanding of a range of materials and technologies to design and make products

Use understanding of others designing to inform their own Plan and organise activities and then shape, form, mix, assemble and finish

materials, components or ingredients Evaluate which hand and machine tools, equipment and CAD/CAM

facilities are most appropriate to use Solve technical problems Reflect critically when evaluating and modifying their ideas and proposals

to improve products throughout their development and manufacture.

Key processes

In each product area the study of designing…

The study of making in food…

The study of making in resistant materials… (including textiles)

The study of making in systems and control…

This should be through practical activity (learn by doing) though may focus on aspects of the process.

Range and content

a. analyse productsb. focussed task and design and make

assignmentsc. range of contextsd. individual and team worke. work with designers and makersf. use ICT in a range of waysg. links with other subject areas

Curriculum opportunities

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 resistant materials, systems & control and at least one of food or textiles product areas.

Good Practices includes ALL areas.

Significant requirements:

The study of resistant materials and textiles should include:

…broad range of techniques, including handcraft skills, CAD/CAM… making single and multiple products

…structural elements in a variety of materials

… use materials, smart materials, technology and aesthetic qualities

… products of worth

The study of making in systems and control should include:

Electrical, electronic, mechanical, microprocessor and computer control systems and how to use them effectively

Using Systems & Control to assemble subsystems into more complex systems

Feedback and how a variety of inputs can give rise to a variety of outputs.

Significant requirements

Builds on KS3 D&T Strategy – not everyone has to teach everything – teach to objectives.

Designing and making

Creativity

Critical evaluation

Potential threat to breadth: Textiles

Curriculum planning is lead by key concepts, key processes

Providing a new ‘diet’ of experience

Summary implications

Overview

Opportunity (D&T at the centre of the curriculum)

Able to contribute to and lead a cross curricular integrated curriculum

Strong thinking skills / problem solving process at heart Reflective practitioners to work in teams Motivating as real / concrete outcome and makes real other

subjects / themes Threats

D&T specialist facilities especially if not included in BSF or PFI new build

Written out if indifferent/weak or no D&T teachers

What next? To explore different models of organisation and

delivery to outline strengths and issues, e.g. PBL (project based learning), Enquiry Learning,

themed focus, Stage not Age, Plaza delivery.

How Design and Technology can be delivered both by specialist teachers / technicians/TAs in specialist rooms and as a part of generic teams.

Support planning for year 7 from September 2008

Consider how Design & Technology can fit in with whole school curriculum maps

1

Design and TechnologyThe Current English Perspective

Jonathan Gershon

NAAIDT Annual Conference 2008‘Pushing the Boundaries’

2

Where are we now Early Years Foundation Stage ( 0 to 5 )

Primary Reviews

Key Stage 4 GCSE reviews

14 – 19 Diplomas staring in some gateway areas from September 2008

New Key Stage 3 phased in from 2008 for year 7

3

Educational Context

Remodelling the Curriculum Coherent whole curriculum design underpinned by Aims Innovative and Relevant, Flexible and Localised, Cross curricular and integrated

Transforming Learning Personalised and Tailored to individual pupil needs Includes skills – functional / lifelong

Remodelled schools through BSF, Diplomas

4

Coherence… for the learner

Subjects

Skills and dimensions

Personal Development

5

The Aims

The curriculum aims to enable all young people to become:

successful learners who enjoy learning, make progress and achieve

confident individuals who are able to live safe, healthy and fulfilling lives

responsible citizens who make a positive contribution to society

6

An increased focus on Skills

Independent enquirers Creative thinkers Reflective learners Team workers Self-managers Effective participators

Functional skills: English, Maths and ICT In POS Embedded in GCSE and Diploma Stand-alone qualifications New targets – 5 A* - C inc English & Maths

A new framework for Personal, learning and thinking skills

7

The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes

Three key questions

3How well

are we achieving our aims?

Assessmentfit for purpose

Whole curriculum dimensions

Learning approaches

Components

Accountability measures

Every Child Matters outcomes

Focus for learning

Curriculum aims

Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing

Attitudes and attributeseg determined, adaptable, confident,

risk-taking, enterprising

Knowledge and understandingeg big ideas that shape the world

Skills eg literacy, numeracy, ICT, personal,

learning and thinking skills

Successful learnerswho enjoy learning, make progress and achieve

Responsible citizens who make a positive contribution to society

Confident individualswho are able to lead safe, healthy and fulfilling lives

The curriculum aims to enable all young people to become

To make learning and teaching more effective so that learners understand quality and how to improve

Embraces peer- and

self-assessment

Uses tests and tasks

appropriately

Links to national standards which are consistently

interpreted

Helps identify clear targets for improvement

Gives helpful feedback for the learner and other

stakeholders

Maximises pupils’

progress

Promotes a broad and engaging curriculum

Draws on a wide range of

evidence of pupils’ learning

Is integral to effective

teaching and learning

Informs future planning and

teaching

Statutory expectations

PSHEPW EW+FC

PEMuMFL RE SCMaICTHiGeEnD & TCiA & D

Physical development

Personal, social and emotional development

Mathematical development

Knowledge and understanding of the world

Communication, language and literacy

Creative development

1What

are we trying to achieve?

2How do we

organise learning?

Attainment and improved standards

Behaviour and attendance

Further involvement in education, employment or training

Civic participation

Healthy lifestyle choices

To secure

Including all learnerswith opportunities

for learner choice and personalisation

Using a range of audience and

purpose

Matching time to learning need eg deep, immersive and regular

frequent learning

In tune with human

development

A range of approaches eg enquiry, active

learning, practical and constructive

Building on learning beyond the school including community and business links

Opportunities for spiritual, moral, social,

cultural, emotional, intellectual and

physical development

Overarching themes that have a significance for individuals and society, and provide relevant learning contexts:Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development –

Technology and the media – Creativity and critical thinking.

Lessons Out of schoolExtended hoursRoutinesEventsLocations Environment

A big picture of the curriculumWorking draft July 2007

8

New Key Stage 3 Curriculum

What it is not….. Prescriptive content – not one size fits all

Key Elements Whole school identified Aims and Organisation

including Skills and Qualities Underpinned by

Key Concepts Key Processes

Local elements / focus Ownership and responsibility back to teachers

9

Cross-curriculum dimensions include:

identity and cultural diversity healthy lifestyles community participation enterprise global dimension and sustainable

development technology and the media creativity and critical thinking.

10

Subject programmes of studyA new look at subjects

ImportanceWhy the subject

matters and how it contributes to the

aims

Less prescribed contentbut an increased focuson subject discipline… the key ideas and skillsthat underpin a subject.

11

CfBT and Subject Associations supporting implementation

Regional conferences & support http://www.newsecondarycurriculum.org

Planning Wizard

Resource Library

12

Curriculum Planning Wizard

This Wizard is designed to allow subject leaders to think and plan the new secondary curriculum. There are 6 activities in total that help you to answer these questions and are as follows:

What are we trying to achieve? Clarifying your subject’s vision

How can we organise our learning? Skills, attributes and experiences Dear curriculum planner / timetabler Planning cross-curricular opportunities

How well are we achieving our aims? Evaluating your curriculum Timeline your strategy

13

http://curriculum.qca.org.uk/subjects/design-and-technology/index.aspx

14

Relationship with the D&T Secondary Strategy

Departments that have used the audit to review provision and adopted KS3 Strategy approach well placed to move forward

KS3 Strategy still relevant – framework was built on earlier version of the importance statement

Sub skills of designing – ‘generate, develop, model and communicate ideas’

15

Importance statement

In design and technology pupils combine practical and technological skills with creative thinking to design and make products and systems to meet human needs. They learn to use current technologies and consider the impact of future technological developments. 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 range 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 develop confidence in using practical skills and become discriminating users of products. They apply their creative thinking and learn to innovate.National Curriculum KS3 programme of study, 2007

16

Key concepts

Designing and makingAcquire and apply knowledge and skills

Cultural understandingNeeds, beliefs and values in context

CreativityApply principles and processes to innovate

Critical evaluationAnalyse existing and own products

17

Generate, develop, model and evaluate ideas in a range of ways using appropriate strategies

Respond creatively to briefs, developing their own proposals and producing specifications for products

Apply knowledge and understanding of a range of materials and technologies to design and make products

Use understanding of others designing to inform their own Plan and organise activities and then shape, form, mix, assemble and finish

materials, components or ingredients Evaluate which hand and machine tools, equipment and CAD/CAM

facilities are most appropriate to use Solve technical problems Reflect critically when evaluating and modifying their ideas and proposals

to improve products throughout their development and manufacture.

Key processes

18

In each product area the study of designing…

The study of making in food…

The study of making in resistant materials… (including textiles)

The study of making in systems and control…

This should be through practical activity (learn by doing) though may focus on aspects of the process.

Range and content

19

a. analyse productsb. focussed task and design and make

assignmentsc. range of contextsd. individual and team worke. work with designers and makersf. use ICT in a range of waysg. links with other subject areas

Curriculum opportunities

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 resistant materials, systems & control and at least one of food or textiles product areas.

Good Practices includes ALL areas.

20

Significant requirements:

The study of resistant materials and textiles should include:

…broad range of techniques, including handcraft skills, CAD/CAM… making single and multiple products

…structural elements in a variety of materials

… use materials, smart materials, technology and aesthetic qualities

… products of worth

21

The study of making in systems and control should include:

Electrical, electronic, mechanical, microprocessor and computer control systems and how to use them effectively

Using Systems & Control to assemble subsystems into more complex systems

Feedback and how a variety of inputs can give rise to a variety of outputs.

Significant requirements

22

Builds on KS3 D&T Strategy – not everyone has to teach everything – teach to objectives.

Designing and making

Creativity

Critical evaluation

Potential threat to breadth: Textiles

Curriculum planning is lead by key concepts, key processes

Providing a new ‘diet’ of experience

Summary implications

23

Overview

Opportunity (D&T at the centre of the curriculum)

Able to contribute to and lead a cross curricular integrated curriculum

Strong thinking skills / problem solving process at heart Reflective practitioners to work in teams Motivating as real / concrete outcome and makes real other

subjects / themes Threats

D&T specialist facilities especially if not included in BSF or PFI new build

Written out if indifferent/weak or no D&T teachers

24

What next? To explore different models of organisation and

delivery to outline strengths and issues, e.g. PBL (project based learning), Enquiry Learning,

themed focus, Stage not Age, Plaza delivery.

How Design and Technology can be delivered both by specialist teachers / technicians/TAs in specialist rooms and as a part of generic teams.

Support planning for year 7 from September 2008

Consider how Design & Technology can fit in with whole school curriculum maps

25