Foundation subjects: design and...

Guidance

Curriculum andStandards

Design and technology

subject leaders

and teachers

Status: Recommended

Date of issue: 12-2004

Ref: DfES 0971-2004 G

Key Stage 3National Strategy

Foundation subjects:design and technologyFramework and training materials

Key Stage 3National Strategy

Foundation subjects:design and technologyFramework and training materials

We are grateful to the following for permission to reproducecopyright material:

Crown copyright material (DfES/National Curriculum/SchoolsExamination and Assessment Council) is reproduced underClass Licence Number C01P0000148 with the permission ofthe Controller of HMSO and the Queen's Printer for Scotland.

QCA material (Schemes of work and extracts from NCActionwebsite), copyright © Qualifications and Curriculum Authority,reproduced with their permission.

Lloyd Ansell for 'Centring' activity from www.designow.org

Jeffrey Baumgartner for 'Brainstorming' activity, copyright ©JPB Creative Co. Ltd., from www.jpb.com.

The Centre for Alternative Technology Charity Ltd forfootprint activities, © The Centre for Alternative TechnologyCharity Ltd. For further examples of eco-footprinting activitiessee www.cat.org.uk/education or call 01654 705963.

The Design Council for activities based on resourcesoriginally provided in the 'Big Zipper' pack. This pack wasdeveloped with Enterprise Insight to help promote innovation,creativity, and entrepreneurship in schools and colleges. Forfurther information please visit:www.designcouncil.org.uk

The Design Museum, London, for activity from their'Designers in Action' CPD Programme.

The Design and Technology Association (DATA) for figurefrom DATA (1997), computerised designs on OHT 1.4a, andactivity from 'i-PAC, Inspirational Product Activity Cards'.

Hodder Murray for sample activities adapted from D & TChallenges Student Book, year 7, Royal College of ArtSchools Technology Project (Hodder & Stoughton, 1995),copyright © Royal College of Art Schools Technology Project1995.

Intermediate Technology Development Group (ITDG) foractivities developed by Brenda Hellyer

James Cook University Multi Media and Print Servicesfor adaptation of 'Mind-mapping' activity fromwww.maps.jcu.edu.au

Malcolm King, Design & Technology, Poltair CommunitySchool and Sports College for KS3 D & T programme.

School Examinations and Assessment Council(D/010/B/91) and the Central Office of Information(HMSO), for figure from The Assessment of Performance inDesign and Technology: the final report of the the APU design& technology project (1985-91), byKimbell R., Stables K., Wheeler T., Wozniak A., and Kelly V.

National Association of Advisers and Inspectors inDesign Technology (NAAIDT) for activity from theirpublication Think On, www.naaidt.org.uk

Young Foresight Ltd for materials from their design andtechnology programme.

To the following for photographs:

Acestock.com for photograph of children, OHT 1.4b

Alamy Images for the photographs used on pages 48 and124.

Alessi for photographs of a selection of their plastic and steelproducts. “9093” design Michael Graves, 1985 (Kettle withsmall bird-shaped whistle), “Inka” design Guido Venturini,2000 (Press filter coffee maker), “Cico” design StefanoGiovannoni, 2000 (Eggcup with salt castor and spoon),“Happy Spices” design Stefano Giovannoni, 1997(Shaker/container for spices), “Big-Ovo” design Joanna Lyle,1995 (Biscuit box), “Te ò” design Stefano Pirovano, 2000 (Tea-strainer with filter), *“Peppino” design Stefano Pirovano, 2000(Pepper mill), “Bimboveloce” design Mattia Di Rosa, 1996(Cake stand), “Kalistò” design Clare Brass, 1992 (Kitchenbox), “Girotondo” design King-Kong, 1996 (Key-ring), “Max lechinois” design Philippe Starck, 1990 (Colander), “Anna G.”design Alessandro Mendini, 1994 (Corkscrew), “AlessandroM.” design Alessandro Mendini, 2003 (Corkscrew), “Toffee”design Miriam Mirri, 2004 (Three-section sugar bowl), “Blowup” design Fratelli Campana, 2004 (Basket), “Alessibambino”design CSA – Lorenza Bozzoli – Massimo Giacon, 2003 (Childtable set composed of flat plate and bowl “Swa Swa”, glass“Swa Swa”, spoon, fork and knife “ Agli Ordini!”, placemat“Globe”, glass coaster “Spot” and cutlery rest “Sblob”),“Mami” design Stefano Giovannoni, 2003 (Pressure cooker).

Apple Computers for photograph of iPod, OHTs 1.4f & 1.4gwww.apple.com/uk/pr

John Birdsall Social Issues Photo Library for photographsused on pages 20,26,63,148,168,220,230,265,269 and 277

Sally and Richard Greenhill for photographs of traffic jamand lady with trolley, OHT 1.4b

Patrick Lin/Getty Images for photograph of Japanese girlwith screen, OHT 1.4g

Alan Sirulnikoff/Science Photo Library for photograph ofenvironmentally friendly house built from straw bales, usedtyres (not seen), and wood, OHT 1.4e

Kathy Smith, Design & Technology, Plumstead ManorSchool for photograph of products modelled by pupils.

SpeedStep for photograph, OHT 1.4a

V & A Images, The Victoria & Albert Museum, London forPunch and Judy Theatre, OHT 5.28

Although we have tried to trace and contact copyright holdersprior to publication, this has not been possible in every case.If notified, the publisher undertakes to rectify any errors oromissions at the earliest opportunity.

© Crown copyright 2004DfES 0971-2004 G

2 Design and technology: Framework and training materialsKey Stage 3 National Strategy

Acknowledgements

Foreword

Design and technology prepares pupils to think and intervene creatively to improve thequality of life. The subject calls for pupils to become autonomous and creative problem-solvers, as individuals and as members of a team.

The processes which are central to design and technology require pupils to integrateknowledge, skills and understanding whilst working with materials in order to design andmake solutions to needs, wants and opportunities. It is the combination of, and movementbetween, thought and action that helps to make the subject distinctive in the curriculum.

This Framework for teaching design and technology supports the principles of teachingand learning drawn from the Key Stage 3 National Strategy. It underscores the vitalimportance of developing all pupils’ capability to participate in tomorrow’s rapidly changingtechnologies.

Evidence from a variety of sources tells us that pupils in KS3 make better progress in theirmaking skills than in their designing. The Framework will help teachers to refocus theirattention on the teaching of designing skills, developing creative thinking skills andencouraging autonomy.

A particular intention of the Framework is to enable pupils to build a sense of ownership oftheir own learning; of their progress through Key Stage 3; of the purposes behind theirdesigning and making; and of their future directions.

The Framework draws upon best practice in the schools taking part in the pilotprogramme and teachers have made an important contribution to the Framework andtraining materials. I hope teachers of D&T will find the Framework a valuable resource inmotivating all pupils to be enthusiastic learners of design and technology.

DAVID MILIBAND MPMINISTER OF STATE FOR SCHOOL STANDARDS

December 2004



Disclaimer

The Department for Education and Skills wishes to make clear that the Department and itsagents accept no responsibility for the actual content of any materials suggested asinformation sources in this document, whether these are in the form of printed publicationsor on a website.

In these materials icons, logos, software products and websites are used for contextualand practical reasons. Their use should not be interpreted as an endorsement of particularcompanies or their products.

The websites referred to in these materials existed at the time of going to print. Tutorsshould check all website references carefully to see if they have changed and substituteother references where appropriate.





Contents

Section 1 Introduction to the Framework 9

Background 11

Overview 12

The Framework for teaching design and technology: Years 7, 8 and 9 14

Using the teaching objectives 19

The link with the attainment target for design and technology 20

The link with ICT requirements 23

Links with other resources 24

The approach to design and technology learning 25

Teaching strategies 26

Section 2 Framework of objectives for design and technology 27

Objectives for design and technology 29

Section 3 Planning guidance: units and lessons 37

The review process 39

Sample key stage plans 43

The unit plan 47

Sample unit plans 49

Sample front cover of a project booklet 55

The lesson plan 56

Lesson plan template 57

Sample lesson plan 58

Section 4 Management issues 61

Effective timetabling and team working 63

How this approach works in practice – DfES/DATA Key Stage 3 model of teaching 64

Year 7 case study 64

Examples of joint planning 66

Section 5 Appendices 75

Appendix 1 Glossary 77

Appendix 2 Useful resources 79

Training module 1 The Framework – the vision 81

Overview of the module 85

Objectives 85

Session outline 85

Resources 85

Pre-course task 86

Session notes 87

1.1 Introduction 87

1.2 Sharing the vision – where are we trying to get to? 87

1.3 Sharing the vision – activity 93

1.4 Creating this vision – translating the vision into strands 95

1.5 Creating this vision – refining the strands into objectives 96

1.6 Creating this vision – aligning the subskills to the programme of study 98

1.7 Creating this vision – building blocks 99

1.8 Putting the Framework into practice – an overview 102

1.9 Focus of the scheme for design and technology 105

1.10 Links 107

Handouts 109

OHTs 117

Training module 2 planning as a team to teach the 143Framework objectives


Objectives 147

Session outline 147

Resources 147

Pre-course task 148

Session notes 149

2.1 Introduction 149

2.2 Why this is a good time to review Key Stage 3 149

2.3 Getting a clear overview of what is taught at Key Stage 3 153

2.4 Reviewing current teaching against the Framework 157

2.5 Planning to launch, reinforce and share objectives 160

2.6 Ready for more? 166

Handouts 169

OHTs 193



Training module 3 Planning to teach the Framework: 215short- and medium-term planning


Objectives 219

Session outline 219

Resources 219

Pre-course task 220

Session notes 221


3.2 Short- or medium-term planning – unit planning 221

3.3 Sharing unit objectives with pupils 224

3.4 Individual objectives for pupils at a unit level 225


Handouts 231

OHTs 241

Training module 4 Teaching the subskills of designing 255


Objectives 259

Session outline 259

Resources 259

Pre-course task 260

Session notes 261


4.2 Turning learners into designers 262

4.3 Exploring ideas – Activity 1: Word association 271

4.4 Generating ideas – Activity 2: Extending the range 272

4.5 Developing and modelling ideas – Activity 3: three-minute sketching 274

4.6 Embedding the teaching of designing into your scheme of work 277


Appendices and handouts 281

Exploring ideas and the Task 301

Generating ideas 341

Developing and modelling ideas 365

Planning 381

Evaluating 399

OHTs 419



Section 1Introduction to the Framework



Section 1 Introduction to the Framework

BackgroundThe Framework for teaching design and technology: Years 7, 8 and 9, which includes theteaching objectives, is part of the Government’s drive to improve standards in schools.The Key Stage 3 National Strategy has five subject strands – English, mathematics,science, ICT and foundation subjects. The design and technology Framework within thefoundation subjects strand was piloted during the academic year 2003–04 by about 80schools in ten LEAs. Most of these schools participated in the original pilot of the strands,and they therefore built on considerable experience of managing the Key Stage 3 Strategyand evaluating further development work.

Teachers of design and technology have already benefited from the general supportoffered by the foundation subjects strand of the Key Stage 3 National Strategy; ten percent of schools nominated the design and technology department to receive additionalsupport in 2002/2003. More systematic work on the subject has already attractedconsiderable interest. Design and technology offers an attractive combination of practicalskills, application of knowledge and understanding from a range of subjects, personaldevelopment and problem-solving.

As an evolving subject within the National Curriculum, that faces a review of Key Stage 3in relation to changes at Key Stage 4, design and technology has been identified asneeding genuine subject-specific support.

The objectives of the national programme are to:

■ increase expectations and challenges in teaching;

■ define progression through the yearly objectives in key skills and concepts tofacilitate planning, teaching and assessment;

■ improve the teaching of designing;

■ improve the quality of teaching in design and technology by providing examples ofeffective teaching approaches, drawn from the training materials for foundationsubjects, that include questioning, modelling and structuring lessons.

The pilot in 2003/2004 provided valuable lessons about the needs of subjects that falloutside statutory tests and targets, yet contribute substantially to pupils’ learning.



OverviewThe Framework for teaching design and technology: Years 7, 8 and 9 is the maincomponent of the design and technology programme. It is intended to provide astructured and progressive set of teaching objectives for teachers and pupils in design andtechnology at Key Stage 3. The Framework applies to all focus areas and materials (foodtechnology, product design and systems and control) taught at Key Stage 3.

The teaching objectives set out in the Framework are intended to be achieved by the greatmajority of pupils as they move through Key Stage 3. They define those points of learningthat are most likely to help pupils extend their capability in design and technology and tomake progress over time.

The Framework is based on the National Curriculum statement for design and technologyand sets out how it can be achieved in practice.

The six subskills of designing and making (exploring ideas and the task, generating ideas,developing and modelling ideas, planning, evaluating, making high-quality products) aredrawn from this statement. The characteristics of Years 7, 8 and 9 (see pages 11 and 12)are defined and are then developed into yearly teaching objectives.

The charts on pages 11, 13, 14 and 20 show shaded columns which represent theemphasis the Framework gives to defining progression in the sub-skills of designing. It isnot intended that making should be removed or ignored but simply that objectives formaking should not require the same level of review and planning as the other objectives.

The importance of design and technology

Design and technology prepares pupils to participate in tomorrow’s rapidly changingtechnologies. 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, asindividuals and as members of a team. They must look for needs, wants andopportunities and respond to them by developing a range of ideas and makingproducts and systems. They combine practical skills with an understanding ofaesthetics, social and environmental issues, function and industrial practices. As theydo so, they reflect on and evaluate present and past design and technology, its usesand effects. Through design and technology, all pupils can become discriminating andinformed users of products, and become innovators.

Design and technology – the National Curriculum for England; DfEE, QCA, 1999 (page 15)

Structure of the materials: 1

The importance of D&T statement

Designing Making

Structure of the materials: 2

The importance of D&T statement

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The Framework for teaching design and technology: Years 7, 8 and 9The Framework of objectives is set out in a sequence of tables showing yearlyteaching objectives to be addressed in Years 7, 8 and 9, under six headings:

■ Exploring ideas and the task;

■ Generating ideas;

■ Developing and modelling ideas;

■ Planning;

■ Evaluating;

■ Making high-quality products (only included on the overview, see below).

Designing and makingNote that these headings mirror the designing and making process from the NationalCurriculum programme of study but significant attention should be paid to the teachingobjectives listed under the first five headings: these are intended to improve theteaching of designing. Whilst making is included in this overview, year-by-year objectivesfor making have not been included. The Strategy recognises that in the majority of schoolsthe teaching of making is currently better than the teaching of designing and therefore itfocuses attention on the subskills of designing and evaluating.

It is not intended that making should be removed or ignored but simply that objectives formaking should not require the same level of review and planning as the other objectives.Schools that require support in reviewing progression in making and planning theseobjectives are recommended to refer to the teachers’ guide for the DfES/QCA Key Stage3 scheme of work and the specific units that focus on making:

■ Unit 7b i–iii, Designing and making for yourself;

■ Unit 8c, Using ICT to support making;

■ Unit 8e i–iii, Producing batches;

■ Unit 9e i–iii, Ensuring quality production.

The objectives are set out year by year and are structured so that each year of the keystage has its own character. The structure of the objectives means that pupils willprogressively:

■ increase their knowledge, skills and understanding relative to the start of KeyStage 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 theycan do;

■ develop personal autonomy, self-direction and the ability to manage themselvesand their personal resources;

■ increase understanding of their own learning and how they can progress.

The headings were chosen to draw attention to the interrelationship between designingand making and the different subskills of designing.



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Des

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ngth

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dw

eakn

esse

s –

How

wel

ldo

es it

wor

k?

Eva

luat

ing

prod

ucts

inre

latio

nshi

p to

use

rs.

Mak

ing

for

your

self

(SoW

).

Und

erst

andi

ng m

ater

ials

(SoW

).

Exp

lori

ng id

eas

and

the

ta

skG

ener

atin

g id

eas

Dev

elo

pin

g a

nd m

od

ellin

g

idea

sP

lann

ing

Eva

luat

ing

Mak

ing

hig

h-q

ual

ity

pro

du

cts

Des

igni

ng fo

r cl

ient

s(S

oW).

Que

stio

ning

and

chal

leng

ing.

Ask

ing

unus

ual q

uest

ions

,re

spon

ding

to

idea

s, t

asks

or p

robl

ems

in a

n un

usua

lw

ay, c

halle

ngin

gco

nven

tiona

l res

pons

es,

inde

pend

ent

thin

king

.

Dev

elop

ing

flexi

ble

and

inde

pend

ent

thin

king

.

Enc

oura

ging

que

stio

ning

,op

enne

ss t

o id

eas

and

diffe

rent

way

s of

doi

ngth

ings

.

Und

erst

andi

ng a

nd u

sing

the

rela

tions

hip

betw

een

diffe

rent

desi

gn s

kills

to

beco

me

bett

er d

esig

ners

.

Rep

rese

ntin

g id

eas

indi

ffere

nt w

ays.

Cre

atin

g, r

ecre

atin

g,in

terp

retin

g an

dco

mm

unic

atin

g id

eas

effe

ctiv

ely

in u

nexp

ecte

dw

ays.

Sel

ectin

g ap

prop

riate

com

mun

icat

ion

tech

niqu

esto

doc

umen

t an

d co

nvey

clea

rly d

esig

n id

eas,

thi

nkin

gan

d or

gani

satio

n.

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otia

ting

task

s w

ith t

hete

ache

r an

d ot

hers

.

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ptin

g di

ffere

nt r

oles

with

ina

grou

p.

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agin

g tim

e w

ithin

ale

sson

.

Brin

ging

res

ourc

es t

oget

her

at t

he r

ight

tim

e.

Wor

king

inde

pend

ently

on

ata

sk d

eter

min

ed b

y th

ete

ache

r.

Eva

luat

ing

and

mod

ifyin

g.

Exp

lain

ing

the

choi

ces

and

deci

sion

s m

ade

in d

esig

ned

and

man

ufac

ture

d pr

oduc

ts,

proc

esse

s an

d sy

stem

s an

did

entif

ying

alte

rnat

ive

poss

ibilit

ies.

Pro

duci

ng b

atch

es (S

oW).

Expl

orin

g m

ater

ials

(SoW

).

Chara

cte

rist

ics

of

Years

7,

8 a

nd 9

Cha

ract

eris

tics

of

Year

8

Cha

ract

eris

tics

of

Year

7



Exp

lori

ng id

eas

and

the

task

Gen

erat

ing

idea

sD

evel

op

ing

and

mo

del

ling

idea

sP

lann

ing

Eva

luat

ing

Mak

ing

hig

h-q

ual

ity

pro

du

cts

Des

igni

ng fo

r m

arke

ts(S

oW).

Env

isag

ing

wha

t co

uld

and

mig

ht b

e.

Stim

ulat

ing

the

imag

inat

ion.

Sha

ring

wor

k w

ith o

ther

s,ga

ther

ing

cons

truc

tive

feed

back

.

Inte

grat

ing

desi

gn s

kills

to

crea

te p

erso

nal s

trat

egie

s fo

rde

sign

ing

cultu

rally

,en

viro

nmen

tally

and

soc

ially

defe

nsib

le p

rodu

cts,

proc

esse

s an

d sy

stem

s.

Eva

luat

ing

effe

cts

of id

eas

and

actio

ns.

Dem

onst

ratin

g sk

ills in

usi

nga

broa

d ra

nge

of r

ecog

nise

dco

mm

unic

atio

n te

chni

ques

to

conv

ey d

esig

n th

inki

ng.

Wor

king

on

task

s fa

cilit

ated

by t

he t

each

er o

r ot

hers

.

Wor

king

inde

pend

ently

on

ach

osen

tas

k.

Cho

osin

g to

ado

pt a

nap

prop

riate

rol

e w

ithin

agr

oup,

suc

h as

neg

otia

tor,

lead

er.

Man

agin

g ow

n tim

e ac

ross

anu

mbe

r of

less

ons.

Prio

ritis

ing

and

reco

ncilin

gde

cisi

ons

on m

ater

ials

, tim

ean

d pr

oduc

tion.

Eva

luat

ing

the

wid

er im

pact

of p

rodu

cts.

Iden

tifyi

ng a

nd u

sing

crit

eria

to ju

dge

the

qual

ity o

fpr

oduc

ts.

Ensu

ring

qual

ity p

rodu

ctio

n(S

oW).

Cha

ract

eris

tics

of

Year

9



Progression in capability in design and technologyDesign and technology is not simply about pupils learning a particular skill or a piece ofknowledge, with the concepts they learn just becoming more difficult year by year. Theprocesses of design and technology require pupils to integrate knowledge, skills andunderstanding to produce solutions. Pupils develop their ability to synthesise theirknowledge, skills and understanding and use them coherently to develop design solutions.Thus, pupils draw on their knowledge, skills and understanding in order to design andmake 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 knowledgeand these skills when designing and making (the process). This is why the Frameworkpays particular attention to the process of designing. The concept of progression incapability in design and technology is characterised by the simultaneous development inpupils 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 tobear in a purposeful and constructive manner. Progression consists of pupils’ ability toapply 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 tohandle:

■ 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;

■ 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 andcommunicating ideas, exploring and appraising ideas, developing and recordingideas, working with materials and equipment, practical skills, managing resources,planning, making, evaluating.

Thus pupils develop their ability to handle individual concepts, such as evaluating existingproducts, by looking at:

■ more sophisticated techniques for evaluating;

■ a wider range of products;

■ more complex issues that require careful investigation and gathering of informationto reach a judgement.

In addition, pupils will progress in their ability to handle a number of conceptssimultaneously, for example, designing and making a product that requires them toconsider a number of factors, such as health and safety, materials science, resourcemanagement and social responsibility.



Progression in the subskills of designingAn important step in planning for progression is to identify the dimensions along whichpupils can progress. The Framework sets out in detail the subskills of designing, and howpupils might progress, year by year. However it is important to recognise that pupilsdevelop their capability in an integrated way, through combining their designing andmaking skills with acquired knowledge and understanding to make high-quality products.

Most teachers will also know that individual pupils’ learning, year by year, is not quite assystematic as this Framework suggests as, within this set of designing skills, they will havetheir individual strengths and weaknesses. Teaching can be structured progressively butindividuals will follow their own development route. Learning does not necessarily advancein an orderly manner; all teachers have witnessed or experienced leaps in pupils’understanding when all at once things seem to fall into place. The Framework helpsteachers to involve pupils in planning their own progress. Pupils can be encouraged totake responsibility for their own learning and objectives can be shared with them.

Design is not a linear processIt is not intended that teachers start with exploring ideas, then progress to generatingideas and so on in a linear teaching sequence. Some activities will begin with evaluating orplanning. Neither is it intended that teachers should work their way through all of theteaching objectives for generating ideas in sequence. In practice, teachers will find that atypical teaching unit will include work on a selected set of teaching objectives, theemphasis depending on the context and the stage of learning. Guidance on linking theFramework to planning and teaching is part of the associated training programme found inthe training materials.

Focusing on designing, autonomy, creativity, reflection and group workThe Framework should help refocus the attention of teachers on those aspects of learningthat are known to be weaker or that are underdeveloped in the subject, for example, theteaching of designing skills, developing creative thinking skills and encouraging autonomy.The objectives within the headings focus attention on areas known to improve pupils’motivation and performance such as:

■ autonomy;

■ creativity;

■ reflection;

■ skills in group work.

A particular intention of the Framework is to enable pupils to build a sense of ownership oftheir own learning, of their progress through Key Stage 3, of the purposes behind theirdesigning and making and of their future directions. If a teacher instils in pupils a sense ofengagement and purpose in what they are doing, it becomes more than likely that high-quality learning will result, despite any constraints of time, resources and facilities.

In defining yearly teaching objectives, the Framework implies a set of expectations. Thehope is that many schools will move beyond it. There will be schools for which theteaching 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,the professional judgement of the teacher will determine the pace of acquisition ofknowledge. Set against a challenging pace is the teacher’s discretion to consolidate andreturn to skills that have been taught. The aim is not coverage but achievement.



Using the teaching objectivesThe teaching objectives cover all the relevant statements of the National Curriculumprogramme of study. They set out what should be taught year by year. The objectivesfocus on the teaching of designing and thus concentrate in particular on sections 1and 3 of the programme of study:

■ developing, planning and communicating ideas;

■ evaluating processes and products.

There are strong links with the DfES/QCA scheme of work, particularly with those unitsthat focus on designing (Unit 7b, Designing and making for yourself, Unit 8b, Designing forclients, and Unit 9b, Designing for markets). The QCA scheme of work also provides avaluable model for teachers in planning and reviewing their own Key Stage 3 schemes ofwork. The intention is to lay appropriate and carefully planned foundations to enable mostpupils to make enough progress to reach levels 5 and 6 of the attainment target by theend of Year 9, and possibly earlier.

The attainment target levels for design and technology define a summative level ofattainment in both designing and making. The levels of attainment as written are intendedto be used as an assessment tool at the end of the key stage, not as a planning tool. Theteaching objectives are an effective planning tool and following them will ensure that theprogrammes of study are covered at an appropriate level and that pupils progress acrossthe key stage to meet the required level.

Further guidance on specific elements of assessment for learning may be found in thesubject development materials for design and technology, which are part of the Key Stage3 Strategy’s Assessment for Learning training materials for schools, (DfES 0043-2004 G).

The sets of teaching objectives vary in scale and in their balance at different times. As anexample, in Year 7 there is an early emphasis on designing for themselves, sharingdecisions with the teacher, developing planning skills, learning while working with othersand exploring a range of strategies to develop design thinking. This does not imply thatpupils should exclusively be designing products for themselves and working with familiarproducts and situations. It simply means that, if pupils are not supported intensively indeveloping these skills at an early stage, problems will emerge later, for example, whenthey are trying to work more independently, to identify appropriate needs and opportunitiesfor their own design work, to manage their time effectively, or to work well in a group.

The teaching objectives can be addressed, in part or in full, through single units of work.Some may be taught through individual lessons with focused practical tasks (FPTs) orproduct evaluation activities (PEAs). Other objectives may take pupils longer to achieve,because of the amount of practice required. The most helpful approach will be to identifypoints in the scheme of work at which a given objective will be launched and taughtintensively, and perhaps one or two other points over the year where it will be reinforcedand then built on further, for example, when working on another project or with a differentmaterial.



The wording of the teaching objectives and headings is carefully chosen. As examples:

■ The heading ‘teaching objectives’ means that they need to be identified inteaching plans.

■ It is expected that work on objectives for Year 7 will be sustained as necessaryand will support work through the following years, so that pupils consolidate andreinforce their skills and understanding. As pupils’ learning experiences continue,skills and understanding are developed further and new aspects are introduced.

■ As far as possible, each objective is applied and developed in successive years,based on a spiral curriculum model, so that areas of skills and understanding arerevisited again at progressively higher levels.

This can be demonstrated, for example, in:

■ Year 7 – explore needs, wants and opportunities in the context of designing forthemselves;

■ Year 8 – explore needs, wants and opportunities in the context of designing forclients;

■ Year 9 – explore needs, wants and opportunities in the context of designing formarkets;

and:

■ Year 7 – understand the need that a product is intended to serve and judge howwell it meets that need;

■ Year 8 – suggest criteria that might have been used when designing and making aproduct;

■ Year 9 – formulate criteria to judge the quality of a product and the extent to whichit meets the need, the purpose and the resource limits, and its impact on society.

The link with the attainment target for design and technologyThe teaching objectives are clearly linked to the attainment target for design andtechnology. The chart opposite maps the attainment target levels against the headingsfrom the Framework objectives.



Att

ainm

ent

leve

lE

xplo

ring

idea

s an

d t

he t

ask

Gen

erat

ing

idea

sD

evel

op

ing

and

mo

del

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idea

s

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upils

gen

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e id

eas

and

reco

gnis

e ch

arac

teris

tics

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fam

iliar

prod

ucts

.

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l 2P

upils

gen

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do

next

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odel

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Str

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– desi

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Str

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ainm

ent

leve

lP

lann

ing

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luat

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ity

pro

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pic

ture

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desc

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with

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upils

sel

ect

and

wor

k w

ith a

ran

ge o

f too

ls a

nd

impr

oved

.eq

uipm

ent.

They

wor

k w

ith a

var

iety

of m

ater

ials

and

com

pone

nts

with

som

e ac

cura

cy,

payi

ng a

tten

tion

to q

ualit

y of

fini

sh

and

to fu

nctio

n.

Leve

l 5P

upils

wor

k fro

m t

heir

own

deta

iled

plan

s, m

odify

ing

Pup

ils t

est

and

eval

uate

the

ir pr

oduc

ts, s

how

ing

that

Pup

ils w

ork

from

the

ir ow

n de

taile

d pl

ans,

mod

ifyin

g th

em w

here

app

ropr

iate

.th

ey u

nder

stan

d th

e si

tuat

ions

in w

hich

the

ir de

sign

s th

em w

here

app

ropr

iate

.w

ill ha

ve t

o fu

nctio

n an

d ar

e aw

are

of r

esou

rces

as

They

wor

k w

ith a

ran

ge o

f too

ls,

mat

eria

ls,

equi

pmen

t, co

nstr

aint

s. T

hey

eval

uate

the

ir pr

oduc

ts a

nd t

heir

use

com

pone

nts

and

proc

esse

s w

ith s

ome

prec

isio

n.of

info

rmat

ion

sour

ces.

Leve

l 6P

upils

pro

duce

pla

ns t

hat

outli

ne a

ltern

ativ

e m

etho

ds

Pup

ils e

valu

ate

thei

r pr

oduc

ts a

s th

ey a

re b

eing

use

d P

upils

wor

k w

ith a

ran

ge o

f too

ls,

mat

eria

ls,

equi

pmen

t, of

pro

gres

sing

...

and

iden

tify

way

s of

impr

ovin

g th

em.

com

pone

nts

and

proc

esse

s an

d sh

ow t

hat

they

un

ders

tand

the

ir ch

arac

teris

tics.

Leve

l 7P

upils

pro

duce

pla

ns t

hat

pred

ict

the

time

need

ed t

o P

upils

sel

ect

appr

opria

te t

echn

ique

s to

eva

luat

e ho

w

Pup

ils w

ork

with

a r

ange

of t

ools

, m

ater

ials

, eq

uipm

ent,

carr

y ou

t th

e m

ain

stag

es o

f mak

ing

prod

ucts

.th

eir

prod

ucts

wou

ld p

erfo

rm w

hen

used

and

mod

ify

com

pone

nts

and

proc

esse

s, t

akin

g fu

ll ac

coun

t of

thei

r pr

oduc

ts in

the

ligh

t of

the

eva

luat

ion

to im

prov

e th

eir

char

acte

ristic

s.th

eir

perfo

rman

ce.

They

ada

pt t

heir

met

hods

of m

anuf

actu

re t

o ch

angi

ng

circ

umst

ance

s, p

rovi

ding

a s

ound

exp

lana

tion

for

any

chan

ge fr

om t

he d

esig

n pr

opos

al.

Leve

l 8W

hen

plan

ning

, pup

ils m

ake

deci

sion

s ab

out

Pup

ils id

entif

y a

broa

d ra

nge

of c

riter

ia fo

r ev

alua

ting

Pup

ils o

rgan

ise

thei

r w

ork

so t

hat

they

car

ry o

ut

mat

eria

ls a

nd t

echn

ique

s, b

ased

on

thei

r th

eir

prod

ucts

, cle

arly

rel

atin

g th

eir

findi

ngs

to t

he

proc

esse

s ac

cura

tely

and

con

sist

ently

, an

d us

e to

ols,

unde

rsta

ndin

g of

the

phy

sica

l pro

pert

ies

and

purp

ose

for

whi

ch t

he p

rodu

cts

wer

e de

sign

ed a

nd

equi

pmen

t, m

ater

ials

and

com

pone

nts

with

pre

cisi

on.

wor

king

cha

ract

eris

tics

of m

ater

ials

.th

e ap

prop

riate

use

of r

esou

rces

.

Exc

epti

ona

l Th

ey w

ork

from

form

al p

lans

tha

t m

ake

the

best

P

upils

mak

e pr

oduc

ts t

hat

are

relia

ble

and

robu

st a

ndTh

ey w

ork

with

too

ls,

equi

pmen

t, m

ater

ials

and

p

erfo

rman

ces

use

of t

ime

and

reso

urce

s.th

at fu

lly m

eet

the

qual

ity r

equi

rem

ents

giv

en in

the

co

mpo

nent

s to

a h

igh

degr

ee o

f pre

cisi

on.

desi

gn p

ropo

sal.



The link with ICT requirementsThe teaching objectives for design and technology have clear links with those forinformation and communication technology (ICT).

■ Finding things out – using data and information sources, searching andselecting, organising and investigating

■ Developing ideas and making things happen – analysing and automatingprocesses, models and modelling, control and monitoring

■ Exchanging and sharing information – fitness for purpose, refining andpresenting information, communicating

It is recognised that one of the strengths of design and technology teaching is the ability todeliver these objectives through meaningful projects, and to integrate them appropriatelyinto teaching and learning.

The DfES/QCA Key Stage 3 design and technology scheme of work units can be used toprovide further examples:

■ Unit 7C, Using ICT to support researching and designing;

■ Unit 8C, Using ICT to support making;

■ Unit 9C, Using ICT to link with the world outside school.

The teaching objectives for design and technology do not make extensive reference tousing ICT. It is anticipated that teachers will use a range of resources, choosing the mostappropriate, but there are many opportunities to use ICT to make learning more effective.For example, in Year 7 pupils should be taught to:

■ record their research, using notes, sketches, diagrams;

■ use a range of strategies to produce, communicate, record initial ideas, forexample, a sketchbook to record 2-D and 3-D sketches, collages, notes,discussions, to assist self-reflection and to describe their ideas and thinking to others;

■ prepare an ordered sequence for managing the task.

Some teaching objectives, however, do make specific references to ICT, so that the overallobjectives will meet the requirements of the National Curriculum programme of study. Forexample, Year 7 pupils should be taught to:

■ work out, and reflect on, the technical details of their ideas by modelling themthrough drawing, discussion, ICT and in 3-D.

Effective use of ICT when designingMost schools have generic software, such as wordprocessors, spreadsheets, drawingsoftware, that can be helpful during designing and making. Many schools have access tocomputer-aided design (CAD) to support the teaching of the yearly objectives.

Some of the benefits for pupils of using CAD are that it:

■ helps them to present their work professionally;

■ empowers them to be creative and innovative because they are no longer limitedby their drawing or making skills;

■ enables them to modify designs without endless redrawing, so that they canexplore and experiment more easily;

■ enables them to try out ideas to see if they will work, and to take risks;

■ enables them to visualise their ideas and develop the ability to think in threedimensions;



■ allows them to develop their ideas before making final decisions;

■ allows them continually to develop ideas and reflect on them, thereby encouragingfurther development;

■ helps them to work accurately and with precision.

However, pupils should be taught that CAD and computer-aided manufacture (CAM) aresimply additional tools which a designer has available and which should be used as andwhen appropriate. Unless the pupils are highly skilled, in most cases it is quicker to sketchideas by hand before transferring them to a CAD system. If this approach is not adopted itcan mean that some pupils may waste time when other methods, such as modelling withmaterials or fast sketching, would be quicker and more appropriate. Pupils who find it hardto start from a blank sheet of paper and to draw ‘ideas’, without sufficient resources orstimuli, will find it equally difficult to start from an empty computer screen.

Links with other resourcesThe Key Stage 3 design and technology programme brings together and builds on existingresources for design and technology.

Key Stage 3Strategy

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 andtechnology (www.nc.uk.net (click on Design and Technology))

Assessment in design andtechnology(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 ofdepartment handbook

– Supporting the Key Stage 3 National Strategy – CD-ROM

National Association of Advisersand Inspectors in Design andTechnology (NAAIDT)(www.naaidt.org.uk)■ Website resources■ Publications

– Think on– Quality through

progression in design



The approach to design and technology learningThe Framework and its objectives are designed to give teachers a comprehensive outlineof pupils’ design and technology capability over Key Stage 3. There should not beanything that is not currently taught to pupils at some stage.

The expectation is that knowledge, skills and understanding will be taught through:

■ product analysis;

■ focused practical tasks that develop a range of techniques, processes andknowledge;

■ design-and-make assignments set in different contexts.

The assignments should cover control systems and work using a range of contrastingmaterials, including resistant materials, compliant materials and/or food.

The Framework sets out a plan for progression in the key aspects; however, the overalltarget is to improve pupils’ capability in design and technology. Progress in the centralcommon features of designing and making is only ensured if pupils understand wherethese processes are similar for a range of materials, and understand the reasons for anydifferences. Teachers need to work closely with pupils and with each other to establishshared levels of expectations, a common vocabulary and consistent attitudes to designingand making if pupils are to perceive a clear route ahead for progression in their ownlearning. Sharing the learning objectives behind units of work of design-and-makeassignments, and setting out unambiguously in advance the assessment criteria to beused, not only improves standards in designing and making, but also promotes the lesstangible outcomes, such as pupils improving their own performance and learning and theirmotivation.

The teaching objectives suggest a range of approaches to teaching and learning, includingopportunities for teachers to:

■ create practical learning experiences that promote success and raise attainment;

■ establish an interactive dialogue with pupils and a challenging pace;

■ introduce real scenarios and design issues that are meaningful to pupils;

■ encourage communication, using a wide range of methods;

■ motivate pupils through design tasks in which the pupils take ownership of theirwork and their own learning;

■ value and celebrate pupils’ creative and innovative contributions, encouragingopenness to ideas and critical reflection;

■ plan work within a range of flexible contexts and topics that can be adapted tosuit individual interests and motivations;

■ allow pupils to work at their own pace and level, actively intervening whereneeded, developing independent learning skills;

■ allow pupils to work collaboratively in groups, sharing ideas, exploring possibilitiesand evaluating ideas and products;

■ explore with pupils the diversity of the application of design and technology indifferent cultures and at different times.



Teaching strategiesTeachers working with the Framework will seek teaching approaches and methodologiesthat work best with the objectives. These are addressed through the associated trainingmaterials. Many teachers are already teaching to objectives that are similar to those in theFramework and increasingly are basing aspects of Key Stage 3 work on pupils’ growingcapability.

At this stage the aim is to invite teachers to:

■ stand back from their practice;

■ refocus on the purposes of what they do in the classroom;

■ take a long-term view of what will best help pupils to progress through Key Stage 3and beyond;

■ see issues, such as the teaching of designing skills, not as ends in themselves butas means to other ends, namely, helping pupils learn more, learn more securelyand independently over time, developing creativity and autonomy.

The training materials that support this document advocate a versatile, energetic,interactive classroom approach. They focus on features of teaching that have provedeffective in helping learners to make secure progress in design and technology.

Examples include:

■ setting clear objectives which pupils understand;

■ a focus on processing and practising essential designing and making 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 which enable pupils to see what they have learned andachieved.

Section 2Framework of objectives for design

and technology



Exp

lori

ng id

eas

and

the

tas

kYe

arly

tea

chin

g o

bje

ctiv

es

Pup

ils e

xplo

re t

he n

eeds

, w

ants

and

opp

ortu

nitie

s w

ithin

a t

ask.

By

rese

arch

ing

and

ques

tioni

ng,

usin

g a

varie

ty o

f tec

hniq

ues

(incl

udin

g IC

T),

they

sho

uld

gath

erin

form

atio

n w

hich

hel

ps t

hem

to

clar

ify t

he t

ask

and

iden

tify

exac

tly w

hat

they

are

req

uire

d to

do.

As

a re

sult,

the

y sh

ould

beg

in t

o en

visa

ge p

ossi

bilit

ies

and

to fo

rmul

ate

crite

ria a

s pa

rt o

f a d

esig

n sp

ecifi

catio

n. B

y re

flect

ing

on t

he n

eeds

and

wan

ts o

f use

rs,

pupi

ls s

houl

d se

e ho

w t

hey

can

inte

rven

e cr

eativ

ely

to im

prov

e qu

ality

of l

ife,

part

icip

ate

in t

omor

row

’s r

apid

ly c

hang

ing

tech

nolo

gies

and

hel

p sh

ape

com

mun

ities

.

Year

7 p

upils

sho

uld

be

taug

ht t

o:

Year

8 p

upils

sho

uld

be

taug

ht t

o:

Year

9 p

upils

sho

uld

be

taug

ht t

o:

Exp

lore

nee

ds, w

ants

and

opp

ortu

nitie

s in

the

E

xplo

re n

eeds

, wan

ts a

nd o

ppor

tuni

ties

in t

he

Exp

lore

nee

ds, w

ants

and

opp

ortu

nitie

s in

the

co

ntex

t of

des

igni

ng fo

r th

emse

lves

cont

ext

of d

esig

ning

for

clie

nts

cont

ext

of d

esig

ning

for

mar

kets

Iden

tify

desi

gn p

ossi

bilit

ies

by d

iscu

ssin

g ne

eds

Exp

lore

and

pla

y w

ith c

onve

ntio

nal a

nd

Spe

cula

te a

bout

and

env

isag

e bo

th c

omm

on

and

oppo

rtun

ities

pre

sent

ed b

y th

e ta

skun

conv

entio

nal i

deas

rel

ated

to

the

task

and

unus

ual p

ossi

bilit

ies

pres

ente

d by

the

tas

k

Dev

elop

des

ign

crite

ria t

o sa

tisfy

the

des

ign

brie

fR

ecog

nise

crit

ical

fact

ors

that

nee

d to

be

Dra

w u

p a

desi

gn s

peci

ficat

ion

for

the

prod

uct

incl

uded

as

desi

gn c

riter

iade

tailin

g th

e de

sign

crit

eria

whi

ch r

efle

ct a

use

r’s

need

s

Iden

tify

cons

trai

nts

impo

sed

by t

he t

ask

and/

or

Iden

tify

conf

lictin

g cr

iteria

and

det

erm

ine

whi

ch

reso

urce

s an

d ac

know

ledg

e th

em w

hen

shou

ld t

ake

prio

rity

form

ulat

ing

crite

ria

Find

and

sel

ect

info

rmat

ion

whi

ch in

form

s an

d D

iscu

ss, d

ebat

e, q

uest

ion

and

chal

leng

e S

elec

t in

form

atio

n so

urce

s, g

athe

ring

and

sort

ing

clar

ifies

thi

nkin

g ab

out

the

task

info

rmat

ion

and

the

natu

re o

f the

tas

k its

elf

data

tha

t w

ill he

lp w

ith id

eas

for,

and

deci

sion

s ab

out,

the

desi

gn

Use

exi

stin

g, fa

milia

r pr

oduc

ts a

nd s

yste

ms

to

Use

sol

utio

ns t

o pr

oble

ms

from

the

pre

sent

, and

E

xplo

re id

eas

in w

ays

that

sho

w a

n in

form

the

ir de

sign

thi

nkin

got

her

times

and

cul

ture

s, t

o in

form

the

ir de

sign

un

ders

tand

ing

of t

heir

impa

ct o

n th

e fu

ture

thin

king

Rec

ord

thei

r re

sear

ch u

sing

not

es, s

ketc

hes,

D

raw

con

clus

ions

from

the

gat

here

d in

form

atio

n an

dC

omm

ent

on h

ow e

ffect

ivel

y th

e in

form

atio

n ha

s

diag

ram

s, e

tc.

com

men

t on

its

usef

ulne

ssbe

en u

sed

Obje

ctiv

es

for

desi

gn a

nd t

ech

nolo

gy

(arr

anged b

y su

bsk

ill)



Gen

erat

ing

idea

sYe

arly

tea

chin

g o

bje

ctiv

es

Pup

ils s

houl

d be

tau

ght

to u

se t

he in

form

atio

n ga

ined

from

exp

lorin

g th

e ne

eds,

wan

ts a

nd o

ppor

tuni

ties

in t

he t

ask,

to

anal

yse

it fu

rthe

r an

d to

sug

gest

wha

t m

ight

be

mad

e in

ord

er t

o re

spon

d to

des

ign

crite

ria.

The

stud

y of

pro

duct

s m

ade

by o

ther

s co

uld

help

thi

s pr

oces

s. T

hey

shou

ld b

e ta

ught

a v

arie

ty o

f tec

hniq

ues

to s

timul

ate

the

imag

inat

ion

and

to d

evel

op t

heir

crea

tivity

. Th

ey s

houl

d be

enc

oura

ged

to b

e fle

xibl

e an

d in

depe

nden

t in

the

ir th

inki

ng a

nd t

o qu

estio

n, e

xplo

re a

nd p

lay

with

the

irid

eas

men

tally

, ve

rbal

ly, g

raph

ical

ly, in

3-D

and

thr

ough

the

use

of I

CT.

The

y sh

ould

als

o be

enc

oura

ged

to b

e am

enab

le t

o di

ffere

nt w

ays

of w

orki

ng,

to s

hare

the

irid

eas

with

oth

ers

and

to o

ffer

and

acce

pt c

ritic

al fe

edba

ck.

They

sho

uld

also

be

taug

ht t

o m

ake

conn

ectio

ns a

nd s

ee r

elat

ions

hips

bet

wee

n pr

oduc

ts a

nd id

eas.

Pup

ilssh

ould

be

chal

leng

ed t

o ta

ke r

isks

with

the

ir th

inki

ng.

Year

7 p

upils

sho

uld

be

taug

ht t

o:

Year

8 p

upils

sho

uld

be

taug

ht t

o:

Year

9 p

upils

sho

uld

be

taug

ht t

o:

Use

str

ateg

ies

whi

ch g

ener

ate

a va

riety

of d

esig

n P

rodu

ce a

nd c

onsi

der

conv

entio

nal,

orig

inal

, unu

sual

, P

rodu

ce c

reat

ive

solu

tions

whi

ch a

ddre

ss t

he d

esig

n id

eas

quic

kly

as a

dire

ct r

espo

nse

to t

he d

esig

n un

ique

and

/or

ecce

ntric

idea

scr

iteria

in e

xpec

ted

and/

or u

nexp

ecte

d w

ays

crite

ria

Use

a r

ange

of m

ater

ials

to

stim

ulat

e th

e im

agin

atio

n U

se a

ran

ge o

f des

ign

stra

tegi

es w

hich

com

bine

B

e pr

epar

ed t

o ta

ke r

isks

whe

n ge

nera

ting

idea

s (e

.g.

pict

ures

, st

orie

s, p

oem

s, m

usic

, vi

deos

, cr

eativ

e th

inki

ng a

nd t

he a

pplic

atio

n of

kno

wle

dge

th

roug

h a

rang

e of

cre

ativ

e an

d cr

itica

l thi

nkin

g pr

oduc

ts)

tech

niqu

es

Mak

e co

nnec

tions

and

see

rel

atio

nshi

ps b

etw

een

Dev

elop

flex

ible

and

inde

pend

ent

thin

king

abo

ut

Ana

lyse

how

exi

stin

g pr

oduc

ts a

re d

esig

ned

and

the

form

and

func

tion

of e

xist

ing

prod

ucts

and

ex

istin

g pr

oduc

ts a

nd s

olut

ions

(by

enco

urag

ing

mad

e, in

ord

er t

o pr

ovid

e a

rang

e of

str

ateg

ies

and

poss

ible

des

ign

prop

osal

squ

estio

ning

, ope

nnes

s to

idea

s an

d ap

proa

ches

fa

ctua

l inf

orm

atio

n to

use

whe

n de

sign

ing

thei

r ow

nw

hen

gene

ratin

g de

sign

pro

posa

ls)

prod

ucts

Use

a r

ange

of i

nfor

mat

ion

sour

ces,

mai

nly

prov

ided

D

raw

upo

n a

wid

e ra

nge

of in

form

atio

n so

urce

s C

ombi

ne id

eas

from

a v

arie

ty o

f sou

rces

by t

he t

each

erin

clud

ing

thos

e no

t pr

ovid

ed b

y th

e te

ache

r

Use

a r

ange

of s

trat

egie

s to

pro

duce

, com

mun

icat

e,

Rec

ord

and

shar

e id

eas

with

oth

ers

and

gath

er a

ndR

ecor

d an

d sh

are

idea

s, e

ncou

ragi

ng fe

edba

ck

reco

rd in

itial

idea

s (e

.g.

a sk

etch

book

to

reco

rd 2

-D

use

cons

truc

tive

feed

back

to

deve

lop

a cl

ear

and

from

use

rs t

o re

fine

thei

r in

itial

idea

s an

d de

velo

p an

d 3-

D s

ketc

hes,

col

lage

s, n

otes

,di

scus

sion

s) t

o de

taile

d de

sign

pro

posa

la

full

desi

gn p

ropo

sal

assi

st s

elf-

refle

ctio

n an

d to

des

crib

e th

eir

idea

s an

d th

inki

ng t

o ot

hers

Dev

elop

the

cap

acity

to

build

imag

es in

the

D

evel

op t

he c

apac

ity fo

r m

anip

ulat

ing

imag

es o

f D

evel

op t

he c

apac

ity t

o cr

eate

and

dev

elop

m

ind’

s ey

epr

oduc

ts a

nd s

yste

ms

in t

he m

ind’

s ey

e, in

a

prop

osal

s in

the

min

d’s

eye

cons

truc

tive

or a

naly

tical

way



Dev

elo

pin

g a

nd m

od

ellin

g id

eas

Year

ly t

each

ing

ob

ject

ives

Pup

ils s

houl

d be

com

e ad

ept

at c

ombi

ning

diff

eren

t de

sign

ski

lls in

ord

er t

o m

ove

thei

r th

inki

ng fo

rwar

d. T

his

will

usua

lly in

volv

e th

em in

mod

ellin

g th

eir

prop

osal

s in

ava

riety

of w

ays,

incl

udin

g ve

rbal

ly, in

writ

ing,

gra

phic

ally,

by

usin

g IC

T an

d th

ree-

dim

ensi

onal

ly. T

hey

will

lear

n to

pla

y w

ith id

eas

whi

le k

eepi

ng t

heir

optio

ns o

pen

and

crea

ting,

rec

reat

ing

and

inte

rpre

ting

thos

e id

eas

in b

oth

expe

cted

and

une

xpec

ted

way

s. T

hey

shou

ld b

e ta

ught

to

refin

e th

eir

idea

s to

dev

elop

a d

efin

ite p

ropo

sal

whi

ch c

an b

e te

sted

aga

inst

the

orig

inal

des

ign

crite

ria.

This

may

invo

lve

disc

ussi

ons

with

clie

nts

and

user

s. T

hey

shou

ld fo

cus

on a

ll as

pect

s of

the

ir in

itial

idea

s,w

orki

ng o

ut t

he t

echn

ical

det

ails

, m

ater

ials

and

man

ufac

turin

g pr

oces

ses

that

will

be n

eces

sary

to

turn

the

m in

to r

ealit

y. A

s a

resu

lt th

ey s

houl

d be

abl

e to

pro

duce

ade

taile

d m

anuf

actu

ring

spec

ifica

tion.

Year

7 p

upils

sho

uld

be

taug

ht t

o:

Year

8 p

upils

sho

uld

be

taug

ht t

o:

Year

9 p

upils

sho

uld

be

taug

ht t

o:

Use

a r

ange

of s

trat

egie

s to

exp

lore

and

exp

erim

ent

Try

fresh

or

alte

rnat

ive

appr

oach

es w

hen

deve

lopi

ng

Con

tinua

lly t

hink

vis

ually

, spa

tially

and

ana

lytic

ally

w

ith id

eas

befo

re m

akin

g ju

dgem

ents

idea

s an

d ov

erco

min

g ne

w p

robl

ems

and

chal

leng

esw

hen

deve

lopi

ng a

nd e

valu

atin

g id

eas

Wor

k ou

t, an

d re

flect

on,

the

tec

hnic

al d

etai

ls o

f D

evel

op d

iffer

ent

stra

tegi

es t

o el

abor

ate,

em

bellis

h,

Try

alte

rnat

ive,

som

etim

es u

ncon

vent

iona

l, th

eir

idea

s by

mod

ellin

g th

em t

hrou

gh d

raw

ing,

ex

pand

and

dev

elop

des

ign

idea

sap

proa

ches

fo

r ov

erco

min

g di

fficu

lties

, mod

ifyin

g di

scus

sion

, IC

T an

d in

3-D

prop

osal

s an

d co

mm

unic

atin

g th

ese

to o

ther

s

App

rais

e id

eas

by c

ontin

ual r

efer

ence

to

the

desi

gn

See

k op

inio

ns o

f pot

entia

l use

rs o

f the

pro

duct

and

D

raw

on

mat

hem

atic

al, s

cien

tific

and

tec

hnic

al

crite

riade

cide

whe

ther

the

ir de

sign

crit

eria

are

acc

urat

e kn

owle

dge

whe

n ap

prai

sing

idea

s ag

ains

t th

eir

desi

gn

and

deta

iled

enou

gh fo

r th

e pu

rpos

ecr

iteria

Exp

lore

and

expe

rimen

t w

ith a

nd t

hen

sele

ct

Find

out

wha

t m

ater

ials

and

com

pone

nts

are

avai

labl

e M

ake

and

just

ify d

ecis

ions

reg

ardi

ng t

he c

hoic

e of

ap

prop

riate

mat

eria

ls a

nd p

roce

sses

and

use

tech

nica

l inf

orm

atio

n to

dec

ide

on t

heir

mat

eria

ls a

nd m

anuf

actu

ring

proc

esse

s an

d us

e th

em

suita

bilit

y fo

r th

e ta

skto

dra

w u

p a

man

ufac

turin

g sp

ecifi

catio

n



Pla

nnin

gYe

arly

tea

chin

g o

bje

ctiv

es

Pup

ils s

houl

d be

tau

ght

the

prin

cipl

es o

f effe

ctiv

e tim

e an

d re

sour

ce p

lann

ing

and

man

agem

ent.

This

will

need

to

incl

ude

cons

ider

atio

n of

how

to

use

time

effe

ctiv

ely,

to s

eque

nce

even

ts,

to d

ecid

e on

res

ourc

es (i

nclu

ding

ICT)

, m

ater

ials

and

pro

cess

es,

to u

se k

now

ledg

e fro

m o

ther

sub

ject

s, w

here

app

ropr

iate

, an

d to

rec

onci

le t

heco

nstr

aint

s im

pose

d by

cos

ts a

nd t

he a

vaila

bilit

y of

res

ourc

es.

As

they

pro

gres

s th

roug

h th

e ke

y st

age,

pup

ils s

houl

d ta

ke in

crea

sing

res

pons

ibilit

y fo

r th

eir

own

lear

ning

, de

velo

ping

ski

lls t

hat

help

the

m t

o w

ork

and

plan

indi

vidu

ally

and

in t

eam

s of

var

ious

siz

es.

Year

7 p

upils

sho

uld

be

taug

ht t

o:

Year

8 p

upils

sho

uld

be

taug

ht t

o:

Year

9 p

upils

sho

uld

be

taug

ht t

o:

Pre

dict

and

man

age

the

time

need

ed t

o co

mpl

ete

a P

redi

ct t

ime

need

ed fo

r a

serie

s of

sub

task

s w

ithin

P

rodu

ce p

lans

tha

t al

loca

te t

he t

ime

need

ed t

o ca

rry

shor

t ta

sk (e

.g.

with

in a

less

on)

the

over

all t

ask

out

the

mai

n st

ages

of m

akin

g (e

.g.

acro

ss a

num

ber

of le

sson

s)

Log

time

as it

is u

sed

Ref

lect

and

eva

luat

e on

how

tim

e is

use

d w

ithin

an

activ

ity

Pre

pare

an

orde

red

sequ

ence

for

man

agin

g th

e ta

skD

ecid

e on

the

mai

n st

ages

of m

akin

g an

d th

e R

evie

w p

rogr

ess

agai

nst

plan

s at

impo

rtan

t or

der

in w

hich

the

y m

ust

be c

arrie

d ou

tst

ages

of t

he t

ask

Take

acc

ount

of t

he t

ype

and

qual

ity o

f mat

eria

ls a

nd

Gat

her

tech

nica

l inf

orm

atio

n ab

out

the

mat

eria

ls a

nd

Mat

ch a

nd s

elec

t su

itabl

e m

ater

ials

con

side

ring

com

pone

nts

that

are

ava

ilabl

eco

mpo

nent

s av

aila

ble

and

use

this

to

info

rm

thei

r fit

ness

for

purp

ose

deci

sion

s ab

out

suita

bilit

y fo

r pu

rpos

e

Iden

tify

alte

rnat

ive

met

hods

of p

roce

edin

g if

first

Lo

ok a

head

for

prob

lem

s an

d pl

an a

ltern

ativ

e P

riorit

ise

and

reco

ncile

dec

isio

ns a

bout

mat

eria

ls,

atte

mpt

s sh

ould

fail

way

s of

pro

gres

sing

and

tes

ting

idea

s an

d tim

e an

d pr

oduc

tion

solu

tions

Man

age

som

e sh

orte

r ta

sks

inde

pend

ently

(e.g

. C

arry

out

des

ign-

and-

mak

e as

sign

men

ts w

ith

Car

ry o

ut d

esig

n-an

d-m

ake

assi

gnm

ents

in

focu

sed

prac

tical

tas

ks a

nd p

rodu

ct a

naly

sis

activ

ities

)te

ache

r in

terv

entio

n an

d su

ppor

t w

here

nee

ded

nego

tiatio

n w

ith t

he t

each

er, a

nd p

repa

re a

nd fo

llow

ow

n de

sign

brie

fs

Sha

re d

ecis

ions

abo

ut t

he t

ask

with

tea

cher

s an

d/or

N

egot

iate

tas

ks w

ith t

he t

each

er a

nd/o

r ot

hers

Wor

k on

tas

ks fa

cilit

ated

by

the

teac

her

and/

or o

ther

sot

hers

Be

awar

e of

diff

eren

t ro

les

with

in a

gro

upA

dopt

giv

en r

oles

with

in a

gro

upC

hoos

e to

ado

pt a

n ap

prop

riate

rol

e w

ithin

a g

roup

(e

.g.

lead

er,

desi

gner

)



Eva

luat

ing

Year

ly t

each

ing

ob

ject

ives

Eval

uatio

n w

ill ta

ke p

lace

con

tinua

lly t

hrou

ghou

t th

e pr

oces

s of

des

igni

ng a

nd m

akin

g. It

will

allo

w p

upils

to

mak

e ju

dgem

ents

or

deci

sion

s ab

out

aspe

cts

of a

des

ign

as it

dev

elop

s an

d to

ref

lect

on

the

stre

ngth

s an

d w

eakn

esse

s of

a p

rodu

ct o

nce

it ha

s be

en c

ompl

eted

. P

upils

nee

d to

be

taug

ht h

ow t

o an

alys

e an

d ex

plai

n th

eir

desi

gn d

ecis

ions

and

the

thi

nkin

g im

plic

it in

pro

duct

s, p

roce

sses

and

sys

tem

s m

ade

by t

hem

selv

es a

nd o

ther

s. A

naly

sing

and

eva

luat

ing

past

and

pre

sent

pro

duct

s,an

d th

eir

effe

cts

on s

ocie

ty,

will

assi

st in

the

dev

elop

men

t of

ski

lls a

ssoc

iate

d w

ith e

valu

atio

n. D

iscu

ssio

ns w

ith t

he u

sers

of t

hese

pro

duct

s w

ill al

so h

elp

this

pro

cess

,an

d he

lp p

upils

to

beco

me

disc

rimin

atin

g an

d in

form

ed u

sers

of p

rodu

cts.

Ove

r th

e ke

y st

age

pupi

ls s

houl

d de

velo

p an

initi

al u

nder

stan

ding

of t

he c

ompe

titiv

e na

ture

of t

he d

esig

n w

orld

. Th

ey s

houl

d al

so d

evel

op t

heir

capa

city

to

iden

tify

and

asse

ss t

he v

alue

s un

derly

ing

the

inte

ntio

ns,

desi

gn a

nd m

anuf

actu

re o

f any

suc

hte

chno

logy

and

the

con

sequ

ence

s to

the

mse

lves

and

oth

ers.

Year

7 p

upils

sho

uld

be

taug

ht t

o:

Year

8 p

upils

sho

uld

be

taug

ht t

o:

Year

9 p

upils

sho

uld

be

taug

ht t

o:

Eva

luat

e th

eir

desi

gn id

eas

and

prod

ucts

by

Dis

cuss

with

the

use

rs o

f the

ir pr

oduc

t th

e ex

tent

to

Rev

iew

ong

oing

pro

gres

s to

mee

t cr

iteria

, inv

ite

com

parin

g th

em a

gain

st t

he o

rigin

al d

esig

n cr

iteria

w

hich

it m

eets

the

orig

inal

des

ign

crite

ria a

nd r

efin

efe

edba

ck a

nd in

corp

orat

e it

into

wor

k an

d su

gges

t im

prov

emen

tscr

iteria

furt

her

Mak

e ju

dgem

ents

abo

ut t

he o

rigin

ality

and

val

ue o

f M

odify

and

tra

nsfo

rm id

eas,

cha

ngin

g di

rect

ion

if E

valu

ate

how

the

ir id

eas

and

solu

tions

wou

ld b

enef

itid

eas

and

solu

tions

to

furt

her

thei

r de

velo

pmen

tne

eded

, ask

que

stio

ns (e

.g.

Whe

re is

thi

s go

ing?

in

divi

dual

s an

d/or

the

com

mun

ityD

oes

it w

ork?

Wha

t do

I do

nex

t? W

hat

mak

es a

go

od...

?)

Just

ify d

ecis

ions

mad

e in

the

sel

ectio

n of

mat

eria

ls

Iden

tify

any

desi

gn w

eakn

esse

s in

the

cho

ice

of

and

met

hods

of m

akin

gm

ater

ials

and

man

ufac

turin

g pr

oces

ses

Und

erst

and

the

need

tha

t a

prod

uct

is in

tend

ed t

o S

ugge

st t

he c

riter

ia t

hat

mig

ht h

ave

been

use

d w

hen

Form

ulat

e cr

iteria

to

judg

e th

e qu

ality

of a

pro

duct

se

rve

and

judg

e ho

w w

ell i

t m

eets

tha

t ne

edde

sign

ing

and

mak

ing

a pr

oduc

tan

d th

e ex

tent

to

whi

ch it

mee

ts t

he n

eed,

pur

pose

an

d re

sour

ce li

mits

, and

its

impa

ct o

n so

ciet

y

Iden

tify

that

pro

duct

s ar

e m

ade

from

a v

arie

ty o

f Id

entif

y th

e di

ffere

nt m

ater

ials

and

com

pone

nts

and

Mak

e al

tern

ativ

e de

sign

pro

posa

ls r

egar

ding

the

di

ffere

nt m

ater

ials

sugg

est

why

the

y ha

ve b

een

used

choi

ce o

f mat

eria

ls

Des

crib

e ac

cura

tely

how

the

par

ts o

f a p

rodu

ct a

re

Nam

e an

d de

scrib

e th

e m

etho

ds a

nd p

roce

sses

E

xpla

in t

he c

hoic

es a

nd d

ecis

ions

mad

e in

des

igne

dpu

t to

geth

erus

ed t

o co

nstr

uct

the

prod

uct

and

man

ufac

ture

d pr

oduc

ts, p

roce

sses

and

sys

tem

san

d id

entif

y al

tern

ativ

e po

ssib

ilitie

s

Exa

min

e, d

escr

ibe

and

eval

uate

sim

ilar

prod

ucts

to

Dis

tingu

ish

betw

een

the

qual

ity o

f the

des

ign

and

the

App

reci

ate

the

conf

lictin

g de

man

ds u

pon

desi

gner

sga

in u

sefu

l tec

hnic

al in

form

atio

nqu

ality

of m

anuf

actu

rean

d m

aker

s an

d ac

know

ledg

e th

e ba

lanc

e be

twee

nhe

lp a

nd h

arm

Whe

n ev

alua

ting

the

idea

s an

d pr

oduc

ts o

f oth

ers

Whe

n ev

alua

ting

thei

r ow

n id

eas

and

prod

ucts



Year

7

Exp

lori

ng id

eas

and

the

tas

kG

ener

atin

g id

eas

Dev

elo

pin

g a

nd m

od

ellin

g id

eas

Pla

nnin

gE

valu

atin

g

Exp

lore

nee

ds, w

ants

and

U

se s

trat

egie

s w

hich

gen

erat

e a

Use

a r

ange

of s

trat

egie

s to

exp

lore

P

redi

ct a

nd m

anag

e th

e tim

e W

hen

eva

luat

ing

th

eir

own

idea

sop

port

uniti

es in

the

con

text

of

varie

ty o

f des

ign

idea

s qu

ickl

y as

a

and

expe

rimen

t w

ith id

eas

befo

re

need

ed t

o co

mpl

ete

a sh

ort

task

an

d p

rod

uct

sde

sign

ing

for

them

selv

esdi

rect

res

pons

e to

the

des

ign

mak

ing

judg

emen

ts(e

.g.

with

in a

less

on)

crite

ria

Iden

tify

desi

gn p

ossi

bilit

ies

by

Use

a r

ange

of m

ater

ials

to

Wor

k ou

t, an

d re

flect

on,

the

Lo

g tim

e as

it is

use

dE

valu

ate

thei

r de

sign

idea

s an

d di

scus

sing

nee

ds a

nd o

ppor

tuni

ties

stim

ulat

e th

e im

agin

atio

n te

chni

cal d

etai

ls o

f the

ir id

eas

by

prod

ucts

by

com

parin

g th

em

pres

ente

d by

the

tas

k(e

.g.

pict

ures

, st

orie

s, p

oem

s,m

odel

ling

them

thr

ough

dra

win

g,

agai

nst

the

orig

inal

des

ign

crite

riam

usic

, vi

deos

, pr

oduc

ts)

disc

ussi

on, I

CT

and

in 3

-Dan

d su

gges

t im

prov

emen

ts

Dev

elop

des

ign

crite

ria t

o sa

tisfy

M

ake

conn

ectio

ns a

nd s

ee

App

rais

e id

eas

by c

ontin

ual

Pre

pare

an

orde

red

sequ

ence

for

Mak

e ju

dgem

ents

abo

ut t

he

the

desi

gn b

rief

rela

tions

hips

bet

wee

n th

e fo

rm a

nd

refe

renc

e to

the

des

ign

crite

riam

anag

ing

the

task

orig

inal

ity a

nd v

alue

of i

deas

and

func

tion

of e

xist

ing

prod

ucts

solu

tions

to

furt

her

thei

r an

d po

ssib

le d

esig

n pr

opos

als

deve

lopm

ent

Iden

tify

cons

trai

nts

impo

sed

by t

he

Use

a r

ange

of i

nfor

mat

ion

sour

ces,

Exp

lore

and

exp

erim

ent

with

and

Take

acc

ount

of t

he t

ype

and

Wh

en e

valu

atin

g t

he

idea

s an

dta

sk a

nd/o

r re

sour

ces

and

mai

nly

prov

ided

by

the

teac

her

then

sel

ect

appr

opria

te m

ater

ials

qu

ality

of m

ater

ials

and

p

rod

uct

s of

oth

ers

ackn

owle

dge

them

whe

n an

d pr

oces

ses

com

pone

nts

that

are

ava

ilabl

efo

rmul

atin

g cr

iteria

Find

and

sel

ect

info

rmat

ion

whi

ch

Use

a ra

nge

of s

trate

gies

to p

rodu

ce,

Iden

tify

alte

rnat

ive

met

hods

of

Und

erst

and

the

need

tha

t a

prod

uct

info

rms

and

clar

ifies

thi

nkin

g co

mm

unic

ate,

rec

ord

initi

al id

eas

proc

eedi

ng if

firs

t at

tem

pts

is in

tend

ed t

o se

rve

and

judg

e ho

wab

out

the

task

(e.g

. a

sket

chbo

ok t

o re

cord

2-D

sh

ould

fail

wel

l it

mee

ts t

hat

need

and

3-D

ske

tche

s, c

olla

ges,

not

es,

disc

ussi

ons)

to a

ssis

t se

lf-re

flect

ion

and

to d

escr

ibe

thei

r id

eas

and

thin

king

to

othe

rs

Use

exi

stin

g, fa

milia

r pr

oduc

ts

Dev

elop

the

cap

acity

to

build

M

anag

e so

me

shor

ter

task

s Id

entif

y th

at p

rodu

cts

are

mad

ean

d sy

stem

s to

info

rm t

heir

imag

es in

the

min

d’s

eye

inde

pend

ently

(e.g

. fo

cuse

d fro

m a

var

iety

of d

iffer

ent

mat

eria

ls

desi

gn t

hink

ing

prac

tical

tas

ks a

nd p

rodu

ct

anal

ysis

act

iviti

es)

Rec

ord

thei

r re

sear

ch u

sing

S

hare

dec

isio

ns a

bout

the

tas

k w

ith

Des

crib

e ac

cura

tely

how

the

note

s, s

ketc

hes,

dia

gram

s, e

tc.

teac

hers

and

/or

othe

rspa

rts

of a

pro

duct

are

put

tog

ethe

r

Be

awar

e of

diff

eren

t ro

les

with

in a

E

xam

ine,

des

crib

e an

d ev

alua

te

grou

p si

mila

r pr

oduc

ts t

o ga

in u

sefu

l te

chni

cal i

nfor

mat

ion

Obje

ctiv

es

for

desi

gn a

nd t

ech

nolo

gy

(arr

anged b

y ye

ar)



Year

8

Exp

lori

ng id

eas

and

the

tas

k

Exp

lore

nee

ds, w

ants

and

oppo

rtun

ities

in t

he c

onte

xt o

fde

sign

ing

for

clie

nts

Exp

lore

and

pla

y w

ith c

onve

ntio

nal

and

unco

nven

tiona

l ide

as r

elat

ed t

oth

e ta

sk

Rec

ogni

se c

ritic

al fa

ctor

s th

at n

eed

to b

e in

clud

ed a

s de

sign

crit

eria

Iden

tify

conf

lictin

g cr

iteria

and

dete

rmin

e w

hich

sho

uld

take

prio

rity

Dis

cuss

, deb

ate,

que

stio

n an

dch

alle

nge

info

rmat

ion

and

the

natu

re o

f the

tas

k its

elf

Use

sol

utio

ns t

o pr

oble

ms

from

the

pres

ent,

and

othe

r tim

es a

ndcu

lture

s, t

o in

form

the

ir de

sign

thin

king

Dra

w c

oncl

usio

ns fr

om t

he

gath

ered

info

rmat

ion

and

com

men

t on

its

usef

ulne

ss

Gen

erat

ing

idea

s

Pro

duce

and

con

side

r co

nven

tiona

l,or

igin

al, u

nusu

al, u

niqu

e an

d/or

ecce

ntric

idea

s

Use

a r

ange

of d

esig

n st

rate

gies

whi

ch c

ombi

ne c

reat

ive

thin

king

and

the

appl

icat

ion

of k

now

ledg

e

Dev

elop

flex

ible

and

inde

pend

ent

thin

king

abo

ut e

xist

ing

prod

ucts

and

solu

tions

(by

enco

urag

ing

ques

tioni

ng,

open

ness

to id

eas

and

appr

oach

esw

hen

gene

ratin

g de

sign

pro

posa

ls)

Dra

w u

pon

a w

ide

rang

e of

info

rmat

ion

sour

ces

incl

udin

g th

ose

not

prov

ided

by

the

teac

her

Rec

ord

and

shar

e id

eas

with

oth

ers

and

gath

er a

nd u

se c

onst

ruct

ive

feed

back

to

deve

lop

a cl

ear

and

deta

iled

desi

gn p

ropo

sal

Dev

elop

the

cap

acity

for

man

ipul

atin

g im

ages

of p

rodu

cts

inth

e m

ind’

s ey

e, in

a c

onst

ruct

ive

oran

alyt

ical

way

Dev

elo

pin

g a

nd m

od

ellin

g id

eas

Try

fresh

or

alte

rnat

ive

appr

oach

esw

hen

deve

lopi

ng id

eas

and

over

com

ing

new

pro

blem

s an

dch

alle

nges

Dev

elop

diff

eren

t st

rate

gies

to

elab

orat

e, e

mbe

llish,

exp

and

and

deve

lop

desi

gn id

eas

See

k op

inio

ns o

f pot

entia

l use

rs o

fth

e pr

oduc

t an

d de

cide

whe

ther

the

irde

sign

crit

eria

are

acc

urat

e an

dde

taile

d en

ough

for

the

purp

ose

Find

out

wha

t m

ater

ials

and

com

pone

nts

are

avai

labl

e an

d us

ete

chni

cal i

nfor

mat

ion

to d

ecid

e on

thei

r su

itabi

lity

for

the

task

Pla

nnin

g

Pre

dict

tim

e ne

eded

for

a se

ries

ofsu

btas

ks w

ithin

the

ove

rall

task

Ref

lect

and

eva

luat

e ho

w t

ime

isus

ed w

ithin

an

activ

ity

Dec

ide

on t

he m

ain

stag

es o

fm

akin

g an

d th

e or

der

in w

hich

the

ym

ust

be c

arrie

d ou

t

Gat

her

tech

nica

l inf

orm

atio

n ab

out

the

mat

eria

ls a

nd c

ompo

nent

sav

aila

ble

and

use

this

to

info

rmde

cisi

ons

abou

t su

itabi

lity

for

purp

ose

Look

ahe

ad fo

r pr

oble

ms

and

plan

alte

rnat

ive

way

s of

pro

gres

sing

and

test

ing

idea

s an

d so

lutio

ns

Car

ry o

ut d

esig

n-an

d-m

ake

assi

gnm

ents

with

tea

cher

inte

rven

tion

and

supp

ort

whe

rene

eded

Neg

otia

te t

asks

with

the

tea

cher

and/

or o

ther

s

Ado

pt g

iven

rol

es w

ithin

a g

roup

Eva

luat

ing

Wh

en e

valu

atin

g t

hei

r ow

nid

eas

and

pro

du

cts

Dis

cuss

with

the

use

rs o

f the

irpr

oduc

t th

e ex

tent

to

whi

ch it

mee

ts t

he o

rigin

al d

esig

n cr

iteria

and

refin

e cr

iteria

furt

her

Mod

ify a

nd t

rans

form

idea

s,ch

angi

ng d

irect

ion

if ne

eded

, ask

ques

tions

(e.g

. W

here

is t

his

goin

g? D

oes

it w

ork?

Wha

t do

I do

next

? W

hat

mak

es a

goo

d ...

?)

Just

ify d

ecis

ions

mad

e in

the

sele

ctio

n of

mat

eria

ls a

nd m

etho

dsof

mak

ing

Wh

en e

valu

atin

g t

he

idea

s an

dp

rod

uct

s of

oth

ers

Sug

gest

the

crit

eria

tha

t m

ight

hav

ebe

en u

sed

whe

n de

sign

ing

and

mak

ing

a pr

oduc

t

Iden

tify

the

diffe

rent

mat

eria

ls a

ndco

mpo

nent

s an

d su

gges

t w

hy t

hey

have

bee

n us

ed

Nam

e an

d de

scrib

e th

e m

etho

dsan

d pr

oces

ses

used

to

cons

truc

tth

e pr

oduc

t

Dis

tingu

ish

betw

een

the

qual

ity o

fth

e de

sign

and

the

qua

lity

ofm

anuf

actu

re



Year

9

Exp

lori

ng id

eas

and

the

tas

kG

ener

atin

g id

eas

Dev

elo

pin

g a

nd m

od

ellin

g id

eas

Pla

nnin

gE

valu

atin

g

Exp

lore

nee

ds, w

ants

and

P

rodu

ce c

reat

ive

solu

tions

whi

chC

ontin

ually

thi

nk v

isua

lly, s

patia

lly

Pro

duce

pla

ns t

hat

allo

cate

tim

e W

hen

eva

luat

ing

th

eir

own

op

port

uniti

es in

the

con

text

of

addr

ess

the

desi

gn c

riter

ia in

an

d an

alyt

ical

ly w

hen

deve

lopi

ng

need

ed t

o ca

rry

out

the

mai

n id

eas

and

pro

du

cts

desi

gnin

g fo

r m

arke

tsex

pect

ed a

nd/o

r un

expe

cted

way

san

d ev

alua

ting

idea

sst

ages

of m

akin

g (e

.g.

acro

ss a

nu

mbe

r of

less

ons)

Spe

cula

te a

bout

and

env

isag

e bo

th

Be

prep

ared

to

take

ris

ks w

hen

Try

alte

rnat

ive,

som

etim

es

Rev

iew

pro

gres

s ag

ains

t pl

ans

at

Rev

iew

ong

oing

pro

gres

s to

mee

tco

mm

on a

nd u

nusu

al p

ossi

bilit

ies

gene

ratin

g id

eas

thro

ugh

a ra

nge

unco

nven

tiona

l, ap

proa

ches

for

impo

rtan

t st

ages

of t

he t

ask

crite

ria, i

nvite

feed

back

and

pr

esen

ted

by t

he t

ask

of c

reat

ive

and

criti

cal t

hink

ing

over

com

ing

diffi

culti

es, m

odify

ing

inco

rpor

ate

it in

to w

ork

tech

niqu

espr

opos

als

and

com

mun

icat

ing

thes

e to

oth

ers

Dra

w u

p a

desi

gn s

peci

ficat

ion

for

Ana

lyse

how

exi

stin

g pr

oduc

ts a

re

Dra

w o

n m

athe

mat

ical

, sci

entif

ic

Mat

ch a

nd s

elec

t su

itabl

e m

ater

ials

E

valu

ate

how

the

ir id

eas

and

the

prod

uct

deta

iling

the

desi

gn

desi

gned

and

mad

e in

ord

er t

o an

d te

chni

cal k

now

ledg

e w

hen

cons

ider

ing

thei

r fit

ness

for

purp

ose

solu

tions

wou

ld b

enef

it in

divi

dual

s cr

iteria

whi

ch r

efle

ct a

use

r’s n

eeds

prov

ide

a ra

nge

of s

trat

egie

s an

d ap

prai

sing

idea

s ag

ains

t th

eir

and/

or t

he c

omm

unity

fact

ual i

nfor

mat

ion

to u

se w

hen

desi

gn c

riter

iade

sign

ing

thei

r ow

n pr

oduc

ts

Sel

ect

info

rmat

ion

sour

ces,

C

ombi

ne id

eas

from

a v

arie

ty o

f M

ake

and

just

ify d

ecis

ions

P

riorit

ise

and

reco

ncile

dec

isio

ns

Iden

tify

any

desi

gn w

eakn

esse

s in

gath

erin

g an

d so

rtin

g da

ta t

hat

will

sour

ces

rega

rdin

g th

e ch

oice

of m

ater

ials

ab

out

mat

eria

ls, t

ime

and

prod

uctio

nth

e ch

oice

of m

ater

ials

and

he

lp w

ith id

eas

for,

and

deci

sion

s an

d m

anuf

actu

ring

proc

esse

s an

d

man

ufac

turin

g pr

oces

ses

abou

t, th

e de

sign

use

them

to

draw

up

a

man

ufac

turin

g sp

ecifi

catio

n

Exp

lore

idea

s in

way

s th

at s

how

an

Rec

ord

and

shar

e id

eas,

C

arry

out

des

ign-

and-

mak

e W

hen

eva

luat

ing

th

e id

eas

and

unde

rsta

ndin

g of

the

ir im

pact

for

enco

urag

ing

feed

back

from

use

rs t

o as

sign

men

ts in

neg

otia

tion

with

the

pro

du

cts

of o

ther

sth

e fu

ture

refin

e th

eir

initi

al id

eas

and

deve

lop

teac

her,

and

be a

ble

to p

repa

re

a fu

ll de

sign

pro

posa

lan

d fo

llow

ow

n de

sign

brie

fs

Com

men

t on

how

effe

ctiv

ely

the

D

evel

op t

he c

apac

ity t

o cr

eate

and

W

ork

on t

asks

faci

litat

ed b

y th

e Fo

rmul

ate

crite

ria t

o ju

dge

the

info

rmat

ion

has

been

use

dde

velo

p pr

opos

als

in t

he m

ind’

s ey

ete

ache

r an

d/or

oth

ers

qual

ity o

f a p

rodu

ct a

nd t

he e

xten

t to

whi

ch it

mee

ts t

he n

eed,

pu

rpos

e an

d re

sour

ce li

mits

, and

its

impa

ct o

n so

ciet

y

Cho

ose

to a

dopt

an

appr

opria

te

Mak

e al

tern

ativ

e de

sign

pro

posa

ls

role

with

in a

gro

up (e

.g.

lead

er,

rega

rdin

g th

e ch

oice

of m

ater

ials

desi

gner

)

Exp

lain

the

cho

ices

and

dec

isio

ns

mad

e in

des

igne

d an

dm

anuf

actu

red

prod

ucts

, pro

cess

esan

d sy

stem

s an

d id

entif

y al

tern

ativ

e po

ssib

ilitie

s

App

reci

ate

the

conf

lictin

g de

man

dsup

on d

esig

ners

and

mak

ers

and

ackn

owle

dge

the

bala

nce

betw

een

help

and

har

m

Section 3Planning guidance: units and lessons



Section 3 Planning guidance: units and lessons

The Framework sets out a long-term plan which covers the key stage and each yearwithin it. The plans described below are illustrations of how medium-term plans (units) andshort-term plans might be built around Framework objectives. The sample unit plan is setout in a format similar to that used in the DfES/QCA scheme of work. Other formats mightbe used by teachers wishing to strengthen current schemes of work, or published coursematerials, by overlaying them with the Framework objectives.

The review processReviewing the set of projects or unitsCommonly, at Key Stage 3, design and technology consists of a planned series ofprojects. The Framework does not define a particular set of projects to be undertaken. TheFramework objectives can be achieved through a wide range of different projects that canbe chosen by the teachers in the design and technology department to suit the particularstaffing, pupils, interests and resources at the school. However, the current reappraisal ofdesign and technology in schools presents a timely opportunity for departmental staff tocheck the range and nature of the projects they choose across Key Stage 3. The reviewsheet overleaf provides a checklist which defines key criteria for reviewing existing projects.It also includes an element of checking whether there are projects addressing:

■ tomorrow’s technologies;

■ working as a team;

■ social and environmental issues;

■ past technologies;

■ producing socially and culturally defensible products;

and so on. The sheet should also be used to check that there is a mix of projects such asshort, long, focused, open, designing but not making, starting with evaluation or atdifferent points in the process. Most importantly, the review should consider how far theprojects motivate and enthuse pupils and make them want to do more.

The examples on pages 39 and 40 are from a design and technology department thattook part in the pilot. Staff used their review process to develop the department’s short-,medium- and long-term planning.



Units

Do the units of work in your scheme give pupils the opportunity to address:

tomorrow’s technology

intervening to improve the quality of life

working as a team member

aesthetics

technical issues

social issues

environmental issues

industrial practices

present D&T – its uses and effects

past D&T – its uses and effects?

Does your scheme include units which:

aid transition from Y6 to Y7


are short

are long

are focused (focused practical tasks)

are open (design-and-make assignments)

involve designing but not making

involve making but not designing

involve product analysis

start at various points in the design process

are set in a variety of contexts

take account of gender issues in relation

to design and technology tasks?

Do your units involve pupils in designing and making:

‘desirable’ products

‘culturally, environmentally and socially

defensible’ products?

Key Stage 3 design and technology scheme of work Unit of work review sheet



Example Unit of work review sheet

Units

Do the units of work in your scheme give pupils the opportunity to address:

tomorrow’s technology ✓

intervening to improve the quality of life ✓ ✓

working as a team member ✓ ✓ ✓ ✓ ✓ ✓

aesthetics ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

technical issues ✓ ✓ ✓ ✓ ✓ ✓ ✓

social issues ✓ ✓ ✓ ✓

environmental issues ✓

industrial practices ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

present D&T – its uses and effects ✓ ✓ ✓ ✓ ✓

past D&T – its uses and effects? ✓ ✓ ✓ ✓ ✓

Does your scheme include units which:


aid transition from Y9 to Y10 ✓ ✓ ✓

are short ✓ ✓

are long ✓ ✓ ✓ ✓ ✓ ✓ ✓

are focused (focused practical tasks) ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

are open (design-and-make assignments) ✓ ✓ ✓ ✓

involve designing but not making

involve making but not designing ✓ ✓ ✓ ✓

involve product analysis ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

start at various points in the design process

are set in a variety of contexts ✓ ✓ ✓ ✓ ✓

take account of gender issues in relation ✓ ✓ ✓ ✓

to design and technology tasks?

Do your units involve pupils in designing and making:

‘desirable’ products ✓ ✓ ✓ ✓ ✓ ✓ ✓

‘culturally, environmentally and socially ✓

defensible’ products?

Fuse

tes

ter

Hat

s

7H

old

it

Trop

hy

Scon

es

Robo

ts

Shak

y ha

nd

8Cu

shio

n

Play

Snac

ks

Cele

brat

e

9Be

tter

wea

r

Ala

nus

Pack

age

Cherry Wood SchoolDesign and technology



Change the first few lessons for Year 7.

Add a Year 7 induction programme to scheme of work.

Review the DfES/QCA scheme of work unit on Year 6/7 Transition and use ideas fromthat.

Choose a new, short design-and-make assignment across focus areas (next academicyear), for example, puppets or novelties.

Review project list and consider changing the context/products so that they are as upto date as possible/deal with current issues, materials and processes.

Continue to introduce CAD/CAM effectively into projects, for example, Pro-desktop, Speedstep software.

Review the activities in Module 4 and those projects provided on the Sustainable DesignAward website to find ideas for additional contexts and activities. For example, changethe ‘Shaky hand game’ project to a game that is developed for a particular disability.Change the Year 9 ‘Cake’ project to develop products for special diets.

All projects include this task – too much repetition! Make a list of all the productanalysis tasks carried out across all projects, remove repetition but plan morechallenging tasks to be added, think about ways to reinforce skills across projects.

Introduce one shorter project in each focus area that involves designing but not making.For example, modelling, prototyping and presenting ideas.

Investigate using Young Foresight activities.

Review the project list overall and consider which project briefs we could update orchange to set in a different context. For example, the Year 8 textiles ‘Cushion’ projectbrief could be changed to ‘Design and print a piece of fabric to make into a product thatan environmental group could sell to its members’.

Research shows that reflective tasks favour girls, active tasks favour boys; ‘people’contexts favour girls, ‘industry’ contexts favour boys (The assessment of performance indesign and technology, SEAC 1991).

When free to choose a project, boys tend to work to improve a device (a technicalproblem) whereas girls perceive a problem in terms of human need that could be met byuse of a device (a social context).

Check that boys and girls have equal access to the same curriculum.

Avoid stereotyping by including a range of DMAs which use the full range of materialsand classroom organisation, for example, setting, grouping, individual work.

Check that we have a balance of activities that:• are sufficiently open to allow a variety of interpretations and possible outcomes;• require reflective, active and evaluative tasks;• promote autonomy;• use a wide variety of contexts, such as society and industry;• explore values and issues related to the context;• use a wide range of teaching strategies to take account of different learning styles;• use a variety of techniques to encourage teamwork and discussion;• use materials that are free from stereotyping.

Aid transition from Year 6 to Year 7

Tomorrow’s technology

Intervening to improve thequality of life

Involve product analysis

Involve designing but notmaking

Culturally, environmentallyand socially defensibleproducts

Take account of genderissues

Action points in order of priority



Planning the projects as a teamIt is important that teachers who provide different experiences in a range of materials within design andtechnology plan cooperatively. The team can then identify where Framework teaching objectives will belaunched and reinforced in each area. For example, in Year 8 there may be no need to launch theobjective teaching pupils to draw upon a wide range of sources including those not provided by theteacher separately in the areas of food, textiles, resistant materials and control. Teachers can avoidrepetition by planning carefully where each teaching objective needs to be launched and where it will bereinforced. It is important in helping to raise attainment that learning is transferred from one project to thenext. The knowledge and skills that can be applied when working within a new material and contextshould be made explicit for the pupils. Pupils will not necessarily make these connections for themselves.

Sample key stage plansBelow are three examples of how the units from the DfES/QCA scheme of work can be organised into akey stage plan to achieve the Framework teaching objectives. These are only suggested models. It is upto schools to decide whether they wish to use similar models, or to customise individual units, orcombinations of units, to suit their own circumstances.

Example A: All QCA unitsThis is an example from a school that chooses to use only QCA units in Key Stage 3.

Year Autumn Christmas Easter Summergroup

7 6/7 7A 7B 7C 7D 7ETransition Understanding Designing Using ICT to Using control Activity week

materials and making support to control a (optional)for yourself researching display

and designing

8 8A 8C 8B 8E 8D 8FExploring Using ICT to Designing for Producing Using control The world of materials support clients batches for security professional

making designers(optional)

9 9A 9C 9D 9B 9E 9FSelecting Using ICT to Using control Designing for Ensuring Moving on to materials link with the for electronic markets quality KS4

world outside monitoring productionschool

KS3 assessment

12

12

12



Example B: Combined units with ICT integrated throughoutThis is an example from a school that has used most of the QCA units but has combined two units toform one longer one to provide increased time for a design-and-make assignment (DMA), and integratedthe ICT within the focused practical tasks (FPTs) and product evaluation activities across the units, andtherefore left sufficient time for the school’s own units.

Example C: Reduced proportion of QCA units with school’s own extension unitsThis is an example from a school that has used some QCA units and combined these with the school’sown units.


7 6/7 7B 7A 7D School’s own School’s own Transition Designing and Understanding Using control unit unit

making for materials to control andyourself display

8 8E 8A 8D School’s own School’s own School’s ownProducing Exploring Using control unit unit unit batches materials for security

9 9C 9A 9B 9E School’s own School’s own Using ICT to Selecting Designing for Ensuring unit unitlink with the materials markets quality world outside productionschool

12

12

12


7 6/7 7B 7A 7DTransition Designing and Understanding materials Control and

making for yourself structures

ICT throughout all units – FPTs/product evaluation

8 8B 8E 8D 8A School’s own Designing for Producing batches Using control Exploring unitclients for security materials


9 9A 9D 9B and 9E School’s own unitsExploring Using control Designing for markets andmaterials for electronic Ensuring quality production

monitoring


12

12

12



Examples of how projects might be organised in practice

School A

Year 7

Pennants My life so far, the sewing machine, introduction to using CAM QCA Unit 6/7, Transition

Basic working Teacher-led focused practical task, introductory activitygels QCA Unit 6/7, Transition, QCA Unit 8A, Exploring materials

Mirror frame CAD/CAMQCA Unit 7B, Designing and making for yourself

Travel toy/ Systems and control, vacuum formingmotor boat QCA Unit 7D, Using control to control a display

Year 8

Puppets Designing for someone elseQCA Unit 6/7, Transition, QCA Unit 8B, Designing for clients

Pizza Designing to a specification, nutrition, CADQCA Unit 8B, Designing for clients

Mechanical toy Systems and controlQCA Unit 7D, Using control to control a display

Steady hand Electronicsgame QCA Unit 8D, Using control for security

Year 9

Hats Mass production, designers, markets, smart materials, electronics into hatsQCA Unit 9E, Ensuring quality production, QCA Unit 9B, Designing for markets

Biscuits Mass production, quality assurance, healthQCA Unit 9E, Ensuring quality production, QCA Unit 9B, Designing for markets

Celtic jewellery CastingQCA Unit 8F, The world of professional designers, QCA Unit 8C, Using ICT to support making

Clock CAD/CAMQCA Unit 9A, Selecting materials



School B

Design and technology Key Stage 3 Product design

Autumn Spring Summer

Design and technology Key Stage 3 Food and textiles

YEAR

7

YEAR

8

YEAR

9

PD 1

PD 4

PD 7

PD 2

PD 5

PD 8

PD 3

PD 6

PD 9

YEAR

7

YEAR

8

YEAR

9

Unit

FT 1

Unit

FT 5

Unit

FT 9

Unit

FT 2

Unit

FT 6

Unit

FT 10

Unit

FT 3

Unit

FT 7

Unit

FT 11

Unit

FT 4

Unit

FT 8

Unit

FT 12

torch

Ergonomic

Ergonomic

Torch

latest design

Torch

packaging

Electronic

alarms

Computers

Graphics

&

Structures

Bugs

Reflections

Acrylic holder

Saf

ety

at w

ork

1acdefgh

5abceg

2acdeg

1abc

1fgh

1a

3abc

1g

3a

2de

6a

4cd

2bcd

4d

4bc

2bcd

4d

1de

2ab

4ab

1acdefgh

5abdf

1abcdegh

1acdgh

8ab

2abc

4ab

6abe

Novelty sandwich (6 wks) Bread product (6 wks) Food on the move (6 wks) Kitroll (14 wks)

Healthy eating (6 wks) Cereal bar (8 wks) That special occasion (4 wks) Leisure wear (14 wks)

Foods around the world (8 wks) In an instant (4 wks) Super soups (6 wks) Sports bags (14 wks)



The unit planThe example provided on the following pages represents a plan for a sample teaching unit,one of typically three or four to be taught during the year. This particular sample unit wouldbe taught about two-thirds of the way through Year 7.

Framework objectives have been written in the left-hand column (see page 47).Some objectives are launched and taught in this unit. Others are reinforced.Objectives to be launched and taught receive a strong initial emphasis.

Framework objectives to be reinforced will have already been launched in an earlier unit.

Year 7 teaching objectives to be launched

Generating ideas

For all pupils:

■ Use a range of materials to stimulate the imagination.

■ Use a range of information sources, mainly provided by the teacher.

In addition for some pupils:

■ Record and share ideas with others and gather and use constructive feedbackto develop a clear and detailed design proposal.

Developing and modelling ideas

For all pupils:

■ Use a range of strategies to explore and experiment with ideas before makingjudgements.

In addition for some pupils:

■ Develop different strategies to elaborate, embellish, expand and developdesign ideas.

■ Seek opinions of potential users of the product and decide whether their owndesign criteria are accurate and detailed enough for the purpose.

Planning

For all pupils:

■ Predict and manage the time needed to complete a short task (e.g. within a lesson).

Year 7 teaching objectives to be reinforced in a new context

Generating ideas

For all pupils:

■ Use a range of strategies to produce, communicate, record initial ideas (e.g. asketchbook to record 2-D and 3-D sketches, collages, notes, discussions) toassist self-reflection and to describe their ideas and thinking to others.

Launched during last project on designing a chocolate novelty.

Planning

For all pupils:

■ Be aware of different roles within a group.



The other sections of the unit plan set out information about, for example, expectations,differentiation through extension activities, how this unit fits in with prior and later learning,and a layout of how the unit might be taught through product evaluation activities, focusedpractical tasks and a design-and-make assignment over a total of 12 to 20 hours.

This overview should be sufficient to enable teachers to develop lesson plans from it.Some teachers might also use these to develop and communicate project objectives andexpectations at pupil level, perhaps providing all the relevant information on project bookletfront covers.

The project front cover (page 53) communicates the different targets to pupils according totheir ability. These are not labelled as National Curriculum levels because it would bemisleading to let pupils think that if they achieve a single level 4 target in one project, theyare at NC level 4. Instead, the descriptors ‘Introductory’, ‘Basic’, ‘Intermediate’ and‘Advanced’ are used. These match the expectations of the level descriptions at levels 3, 4,5 and 6 respectively. Thus pupils in Year 7 would be operating at Basic to Intermediatetargets (levels 4 to 5), with a few pupils operating at Advanced targets (level 6), and someat Introductory targets (level 3). A project front sheet is a useful tool for telling pupils aboutthe focus of the project and what they will be learning. It gives them specific targetstowards which to work and helps them to understand how to make progress.

Sample unit plans(Downloaded from www.standards.dfes.gov.uk/schemes 2/secondary_dt/dat08biii/ and adapted by theschool for use in Year 7)



Key

sta

ge

3 sc

hem

es o

f w

ork

■es

sent

ial a

ctiv

ities

Aop

tiona

l act

iviti

es

Un

it 8

B(i

ii)

Desi

gn

ing

fo

r cl

ien

tsFo

cus:

tex

tile

s

Ab

ou

t th

e u

nit

The

mai

n ai

m o

f thi

s uni

t is t

o de

velo

p pu

pils

’ des

igni

ng sk

ills a

nd to

teac

h th

em a

bout

des

igni

ng fo

r clie

nts.

In th

is u

nit,

pup

ils ta

ckle

a d

esig

n an

d m

ake

assi

gnm

ent (

DM

A) o

n th

e th

eme

‘Wal

lets

’. T

hey

desi

gn a

nd m

ake

a w

alle

t for

a p

arti

cula

r pur

pose

, dev

elop

ing

a st

anda

rd p

roto

type

that

can

be

vari

ed o

r per

sona

lised

for

part

icul

ar c

lient

s, e

g by

dec

orat

ion,

or u

sing

dif

fere

nt fa

bric

s or f

aste

ners

.

Pupi

ls g

ain

the

know

ledg

e, sk

ills a

nd u

nder

stan

ding

they

nee

d to

car

ry o

ut th

e D

MA

succ

essf

ully

thro

ugh

prod

uct e

valu

atio

n ac

tivi

ties

and

focu

sed

prac

tica

l tas

ks. T

hey:

■le

arn

abou

t bat

ch p

rodu

ctio

n, in

clud

ing

how

to d

evel

op a

bas

ic d

esig

n th

at c

an b

e va

ried

or p

erso

nalis

ed fo

r pa

rtic

ular

clie

nts

■us

e m

anuf

actu

ring

aid

s, e

g to

ols a

nd te

mpl

ates

/pat

tern

s, to

hel

p w

ith

volu

me

prod

ucti

on■

lear

n th

at m

akin

g id

enti

cal p

arts

in a

bat

ch c

an b

e co

st e

ffec

tive

and

ensu

res a

ccur

acy

The

re a

re a

lso

oppo

rtun

itie

s for

pup

ils to

:A

use

ICT

to h

elp

desi

gn a

nd m

ake

sing

le it

ems a

nd sm

all b

atch

es, w

hen

appr

opri

ate,

and

use

spre

adsh

eets

to

help

them

wit

h co

stin

g an

d sc

alin

g up

Aju

stif

y th

eir d

ecis

ions

abo

ut m

ater

ials

and

met

hods

of m

akin

gA

lear

n ab

out t

he c

once

pts o

f mar

keti

ng, p

rofi

t and

loss

Afi

nd o

ut a

bout

som

e of

the

tens

ions

bet

wee

n pr

oduc

tion

for p

rofi

t and

con

cern

s abo

ut h

uman

dev

elop

men

t an

d w

elfa

reA

find

out

abo

ut th

e co

nflic

ting

dem

ands

face

d by

des

igne

rs a

nd m

aker

s

Wh

ere

the

un

it fi

ts in

Thi

s is o

ne o

f thr

ee te

xtile

s uni

ts th

at fo

cus o

n de

sign

ing:

one

in y

ear 7

on

desi

gnin

g fo

r you

rsel

f; th

is o

ne in

ye

ar 8

on

desi

gnin

g fo

r clie

nts;

and

one

in y

ear 9

on

desi

gnin

g fo

r mar

kets

. The

se u

nits

ens

ure

prog

ress

ion

in

unde

rsta

ndin

g ab

out d

esig

ning

.

Thi

s is p

art o

f a se

ries

of t

hree

uni

ts in

yea

r 8 o

n de

sign

ing

for c

lient

s; th

ere

are

equi

vale

nt u

nits

, wit

h si

mila

r le

arni

ng o

utco

mes

, on

food

and

resi

stan

t mat

eria

ls. T

oget

her t

hese

uni

ts a

re e

xpec

ted

to ta

ke 1

2–20

hou

rs. I

t is

impo

rtan

t tha

t the

dep

artm

ent p

lans

as a

team

so th

at p

upils

are

abl

e to

dra

w o

n kn

owle

dge,

skill

s and

un

ders

tand

ing

from

acr

oss t

he u

nits

to re

info

rce

thei

r lea

rnin

g an

d av

oid

unne

cess

ary

repe

titi

on.

Thi

s uni

t cou

ld b

e lin

ked

to u

nits

on

usin

g IC

T (u

nits

7C

, 8C

).

If y

ou c

hoos

e no

t to

teac

h th

is u

nit,

then

pla

n to

incl

ude

the

esse

ntia

l act

ivit

ies i

dent

ifie

d by

the

sym

bol ■

as p

art

of a

noth

er u

nit.

If th

is u

nit i

s use

d la

ter i

n ye

ar 8

, the

n pu

pils

shou

ld b

e ab

le to

com

plet

e m

ore

of th

e op

tion

al a

ctiv

itie

s.

Exp

ecta

tio

ns

At

the e

nd

of

this

un

it

mo

st p

up

ils w

ill:c

arry

out

thei

r ow

n re

sear

ch u

sing

sour

ces n

ot p

rovi

ded

by th

e te

ache

r, a

nd u

se th

eir f

indi

ngs a

bout

exi

stin

g pr

oduc

ts w

hen

deve

lopi

ng th

eir o

wn

idea

s; m

ake

effe

ctiv

e us

e of

a ra

nge

of st

rate

gies

to

gen

erat

e de

sign

idea

s, in

clud

ing

usin

g pr

elim

inar

y m

odel

s to

expl

ore

and

test

thei

r thi

nkin

g, a

nd u

sing

form

al d

raw

ing

met

hods

to

com

mun

icat

e th

eir i

nten

tion

s; u

se a

rang

e of

tech

niqu

es sk

ilful

ly

duri

ng tr

ialli

ng a

nd p

rodu

ctio

n; w

ork

from

det

aile

d pl

ans t

hat t

hey

have

pro

duce

d, a

nd m

odif

y th

ese

whe

n ap

prop

riat

e; d

evis

e te

sts t

o ev

alua

te th

e ef

fect

iven

ess o

f the

ir p

rodu

ct in

use

; eva

luat

e ho

w th

ey

have

ach

ieve

d th

eir o

rigi

nal d

esig

n pr

opos

als a

nd m

ake

reco

mm

enda

tion

s for

furt

her d

evel

opm

ent o

f the

pro

duct

som

e p

up

ils w

ill n

ot

hav

e m

ade

so m

uch

pro

gre

ss a

nd

will

:car

ry o

ut

rese

arch

on

prod

ucts

that

are

pro

duce

d co

mm

erci

ally

and

use

thei

r fi

ndin

gs w

hen

deve

lopi

ng th

eir o

wn

idea

s; sh

ow so

me

cons

ider

atio

n of

the

need

s or r

equi

rem

ents

of u

sers

; cla

rify

thei

r ide

as th

roug

h di

scus

sion

and

mod

ellin

g, a

nd g

ive

reas

ons f

or c

hoos

ing

betw

een

idea

s; p

rodu

ce st

ep-b

y-st

ep p

lans

and

com

mun

icat

e al

tern

ativ

e id

eas;

w

ork

safe

ly a

nd w

ith

som

e ac

cura

cy w

ith

a ra

nge

of re

sour

ces,

av

oidi

ng ri

sks,

not

ing

any

haza

rds t

o th

emse

lves

and

oth

ers,

and

id

enti

fyin

g w

ays o

f con

trol

ling

risk

s; c

ompa

re th

eir p

rodu

ct w

ith

the

desi

gn sp

ecif

icat

ion

and

iden

tify

succ

essf

ul a

nd w

eak

area

s in

thei

r w

ork

som

e p

up

ils w

ill h

ave

pro

gre

ssed

fu

rth

er a

nd

will

:res

earc

h us

ers’

vie

ws a

nd

the f

orm

and

func

tion

of ex

istin

g pr

oduc

ts, a

nd u

se th

eir f

indi

ngs a

bout

ex

istin

g pr

oduc

ts w

hen

deve

lopi

ng th

eir o

wn

idea

s; d

evel

op id

eas t

hat

take

into

acc

ount

the p

refe

renc

es a

nd n

eeds

of u

sers

; sho

w a

goo

d un

ders

tand

ing

of a

rang

e of m

akin

g te

chni

ques

, exi

stin

g pr

oduc

ts, h

ow

thei

r pro

duct

coul

d be

pro

duce

d to

the r

equi

red

quan

tity

and

qual

ity, a

nd

user

s’ sa

fety

nee

ds, w

hen

gene

ratin

g id

eas;

dev

elop

det

aile

d cr

iteri

a fo

r th

eir d

esig

ns a

nd u

se th

ese t

o fo

rmul

ate d

esig

n pr

opos

als;

pro

duce

re

alis

tic a

nd a

ppro

pria

te id

eas t

o m

eet t

heir

spec

ifica

tions

, not

ing

sens

ible

re

ason

s for

choo

sing

bet

wee

n id

eas;

use

a v

arie

ty o

f med

ia to

co

mm

unic

ate i

n so

me d

etai

l the

pla

nned

mak

ing

proc

esse

s for

the

prod

uct;

choo

se a

nd u

se su

itabl

e cri

teri

a (in

clud

ing

user

opi

nion

and

pr

actic

al te

stin

g) to

eval

uate

the p

erfo

rman

ce o

f the

ir d

esig

n id

eas a

nd

thei

r pro

duct

in d

evel

opm

ent,

and

impl

emen

t sug

gest

ed im

prov

emen

ts

Y7 O

bje

cti

ves

to b

e l

aunched

Gen

erat

ing

idea

s

•U

se a

ran

ge o

f mat

eria

ls t

o st

imul

ate

the

imag

inat

ion.

•U

se a

ran

ge o

f inf

orm

atio

n so

urce

s, m

ainl

y pr

ovid

ed b

y th

e te

ache

r.

Dev

elo

pin

g a

nd m

od

ellin

g id

eas

•U

se o

f a r

ange

of s

trat

egie

s to

exp

lore

and

exp

erim

ent

with

idea

s be

fore

mak

ing

judg

men

ts.

Pla

nnin

g

•P

redi

ct a

nd m

anag

e th

e tim

e ne

eded

to

com

plet

e a

shor

t ta

sk (e

.g.

with

in a

less

on).



Key

sta

ge

3 sc

hem

es o

f w

ork

D&

T u

nit

8B

(iii)

Wri

ting

– th

roug

h th

e ac

tivi

ties

pup

ils c

ould

:•

show

rela

tion

ship

s bet

wee

n id

eas b

y lin

ks w

hich

show

pur

pose

, eg

in

orde

r to,

so th

at, a

nd re

serv

atio

n, e

g al

thou

gh, u

nles

s, if

•us

e pu

nctu

atio

n co

rrec

tly,

eg

full

stop

s, c

omm

as, d

ashe

s, b

rack

ets,

bu

llet p

oint

s, c

olon

s, to

ext

end

and

clar

ify

sent

ence

s

Res

ou

rces

Res

ourc

es in

clud

e:•

exam

ples

or p

hoto

grap

hs/p

ictu

res o

f wal

lets

wit

h di

ffer

ent d

esig

n fe

atur

es, e

g us

ed fo

r a n

umbe

r of d

iffe

rent

pur

pose

s and

aim

ed a

t di

ffer

ent u

sers

, for

pro

duct

eva

luat

ion

acti

viti

es•

usef

ul w

ebsi

tes,

eg

–w

ww

.des

ign-

coun

cil.o

rg.u

k–

ww

w.h

owst

uffw

orks

.com

Futu

re le

arn

ing

Pupi

ls c

ould

go

on to

furt

her u

nits

on

desi

gnin

g, in

par

ticu

lar u

nit 9

B(iii

) ‘D

esig

ning

for m

arke

ts (t

exti

les)

’.

Ou

t-o

f-sc

ho

ol a

ctiv

itie

s an

d h

om

ewo

rkPu

pils

cou

ld:

•id

enti

fy a

pro

duct

that

is e

ithe

r mad

e lo

cally

or i

s fam

ous,

and

imag

ine

that

they

hav

e be

en a

sked

to d

evel

op a

new

ver

sion

. The

y co

uld

reco

rd

the

key

char

acte

rist

ics t

hat t

hey

shou

ld k

eep

in th

e ne

w p

rodu

ct a

nd

then

reco

rd so

me

idea

s for

a n

ew v

ersi

on•

colle

ct e

xam

ples

or p

ictu

res/

phot

ogra

phs o

f lim

ited

edi

tion

var

ieti

es

and

new

and

impr

oved

var

ieti

es th

at h

ave

been

cre

ated

to p

reve

nt a

dr

op in

sale

s of a

fam

iliar

pro

duct

•st

op a

nd th

ink

whe

n ne

xt u

sing

a to

ol o

r a p

iece

of e

quip

men

t,

clea

ning

thei

r tee

th o

r car

ryin

g ou

t any

oth

er e

very

day

acti

vity

, and

re

cord

–W

hat a

re th

ey d

oing

?–

Wha

t too

ls a

nd e

quip

men

t are

they

usi

ng?

–H

ow a

re th

ey u

sing

the

tool

s and

equ

ipm

ent?

–C

ould

the

tool

s and

equ

ipm

ent b

e m

ade

to d

o th

is jo

b be

tter

?–

How

cou

ld th

e to

ols a

nd e

quip

men

t be

impr

oved

?–

Wou

ld th

ese

impr

ovem

ents

ben

efit

onl

y th

em o

r oth

er p

eopl

e as

w

ell?

•di

scus

s wit

h ol

der m

embe

rs o

f the

ir fa

mily

how

a p

rodu

ct h

as c

hang

ed

sinc

e th

ey w

ere

youn

g, e

g sk

irts

, tro

user

s and

any

oth

er it

ems o

f cl

othi

ng, s

hoes

, int

erio

r fur

nish

ings

Lin

ks w

ith

oth

er

sub

ject

s•

Mat

hem

atic

s: fi

ndin

g an

d ev

alua

ting

dat

a.•

PSH

E: lo

okin

g at

real

-lif

e si

tuat

ions

, per

sona

l pre

fere

nces

an

d pr

iori

ties

.

Prio

r le

arn

ing

It is

hel

pful

if p

upils

hav

e:•

lear

nt th

at a

pat

tern

/tem

plat

e ca

n be

use

d m

any

tim

es a

nd th

at th

is

ensu

res c

onsi

sten

cy in

size

•le

arnt

that

idea

s for

pro

duct

s can

be

deve

lope

d by

mod

ellin

g w

ith

pape

r or s

crap

mat

eria

l•

wor

ked

inde

pend

entl

y an

d sy

stem

atic

ally

usi

ng a

step

-by-

step

pla

n,

eg a

flow

cha

rt, t

o se

quen

ce th

eir w

ork

•us

ed a

ppro

pria

tely

a v

arie

ty o

f tem

pora

ry a

nd p

erm

anen

t joi

ning

te

chni

ques

, usi

ng te

xtile

s•

used

a ra

nge o

f man

ufac

turi

ng te

chni

ques

, eg

usin

g pa

tter

ns, i

nter

faci

ng•

used

spec

ifie

d ha

nd-t

ools

and

sew

ing

mac

hine

s to

cut a

nd jo

in

mat

eria

ls sa

fely

•le

arnt

the

adva

ntag

es a

nd d

isad

vant

ages

of u

sing

ICT

to d

evel

op a

nd

mod

el d

esig

ns•

used

ICT

whe

n ge

nera

ting

, dev

elop

ing,

mod

ellin

g an

d co

mm

unic

atin

g de

sign

idea

s•

used

2-D

dra

w/p

aint

soft

war

e to

pro

duce

acc

urat

e dr

awin

gs a

nd h

igh-

qual

ity

imag

es•

reco

gnis

ed th

at a

ll so

ftw

are

prog

ram

s hav

e pr

eset

pat

tern

s and

lim

itat

ions

•ac

cess

ed e

xist

ing

com

pute

r dat

abas

es to

look

for i

nfor

mat

ion

on

mat

eria

ls a

nd p

roce

sses

, eg

to re

sear

ch e

ffec

tive

ly•

used

spre

adsh

eets

for m

odel

ling,

eg

cost

ing

mat

eria

ls o

r com

pone

nts

•le

arnt

how

ICT

can

be

used

to p

lan

mak

ing,

info

rm th

e m

akin

g pr

oces

s, o

r mak

e pr

oduc

ts u

sing

CA

M (c

ompu

ter-

aide

d m

anuf

actu

re)

Pupi

ls sh

ould

hav

e ga

ined

the

abov

e kn

owle

dge,

skill

s and

un

ders

tand

ing

in y

ears

6, 7

and

8, t

hrou

gh u

nit 6

B ‘S

lippe

rs’ a

nd u

nit 6

A

‘She

lter

s’ in

the

key

stag

e 2

sche

me

of w

ork,

uni

t 7B(

iii) ‘

Des

igni

ng a

nd

mak

ing

for y

ours

elf (

text

iles)

’, un

it 7

C ‘U

sing

ICT

to su

ppor

t re

sear

chin

g an

d de

sign

ing’

and

uni

t 8C

‘Usi

ng IC

T to

supp

ort m

akin

g’,

or si

mila

r pro

ject

s.

Lan

gu

age

for

lear

nin

gT

hrou

gh th

e ac

tivi

ties

in th

is u

nit,

pup

ils w

ill b

e ab

le to

und

erst

and,

use

an

d sp

ell c

orre

ctly

wor

ds re

lati

ng to

:•

desi

gnin

g, e

g va

riat

ions

, per

sona

lisat

ion,

mar

keti

ng, p

rofi

t, lo

ss,

conf

lict,

use

rs, o

pini

on, g

ener

atin

g id

eas,

mod

els,

tria

lling

, pro

posa

ls,

spec

ific

atio

n, sp

read

shee

t•

mak

ing,

eg

batc

h pr

oduc

tion

, man

ufac

turi

ng a

ids,

tem

plat

es,

patt

erns

, qua

lity,

acc

urac

y, id

enti

cal,

perf

orm

ance

, pro

duct

ion,

sc

alin

g up



Key

sta

ge

3 sc

hem

es o

f w

ork

D&

T u

nit

8B

(iii)

1

■es

sent

ial a

ctiv

ities

Aop

tiona

l act

iviti

es

DESIG

N A

ND

MA

KE A

SSIG

NM

EN

T (D

MA

)

•to

des

ign

a pr

oduc

t sui

tabl

e fo

r m

anuf

actu

ring

and

expl

ore

how

it

coul

d be

pro

duce

d as

a b

atch

or

sin

gle

item

, usi

ng C

AD

/CA

M

(com

pute

r-ai

ded

desi

gn a

nd

man

ufac

ture

) whe

n ap

prop

riate

, by

app

lyin

g th

e kn

owle

dge,

skill

s an

d un

ders

tand

ing

they

de

velo

ped

durin

g th

e pr

oduc

t ev

alua

tion

activ

ities

and

focu

sed

prac

tical

task

s

Set t

he p

upils

a D

MA

in w

hich

they

des

ign

a pr

oduc

t tha

t can

be

man

ufac

ture

d in

ba

tch

or a

s a

sing

le it

em. T

he e

mph

asis

of t

he a

ssig

nmen

t sho

uld

be o

n de

sign

ing

skill

s. P

upils

sho

uld

deve

lop

a ba

sic

desi

gn th

at c

an b

e va

ried

or p

erso

nalis

ed fo

r pa

rtic

ular

clie

nts

on th

e sa

me

prod

uctio

n lin

e, w

orki

ng th

roug

h co

nflic

ting

dem

ands

th

ey fa

ce a

s a

desi

gner

and

mak

er. T

he a

ssig

nmen

t sho

uld

requ

ire th

em to

just

ify

thei

r dec

isio

ns a

bout

mat

eria

ls a

nd m

etho

ds o

f mak

ing.

Exam

ple

This

exa

mpl

e D

MA

has

bee

n w

ritte

n so

it c

an b

e co

pied

and

giv

en d

irect

ly to

pup

ils.

Furt

her d

etai

ls a

nd c

onte

xts

can

be a

dded

, as

appr

opria

te.

Wal

lets

Des

ign

and

mak

e a

wal

let o

r sm

all c

ase

for a

par

ticul

ar p

urpo

se, e

g to

car

ry c

ompu

ter

disk

s, to

hol

d co

ins

or c

redi

t car

ds, t

o ho

ld k

eys,

or t

o ho

ld p

enci

ls. D

evel

op a

st

anda

rd p

roto

type

and

then

sho

w h

ow it

can

be

adap

ted

sim

ply

to m

ake

a nu

mbe

r of

new

pro

duct

s fo

r diff

eren

t use

rs, e

g by

usi

ng d

ecor

atio

n, d

iffer

ent f

abric

s or

fa

sten

ings

, and

how

it c

an b

e ba

tch-

prod

uced

.

•fo

rmul

ate

a de

sign

spe

cific

atio

n,

bear

ing

in m

ind

the

soci

al,

cultu

ral a

nd e

nviro

nmen

tal

cont

exts

and

hav

ing

talk

ed to

us

ers

•id

entif

y th

e cr

itica

l fac

tors

that

sh

ould

be

used

as

desi

gn c

riter

ia,

incl

udin

g th

ose

rela

ting

to s

ocia

l an

d en

viro

nmen

tal i

ssue

s•

deci

de w

hich

des

ign

crite

ria

clas

h an

d w

hich

sho

uld

take

pr

iorit

y•

find

out w

hich

mat

eria

ls a

re

avai

labl

e an

d us

e te

chni

cal d

ata

to d

ecid

e on

thei

r sui

tabi

lity

for

the

task

•de

velo

p sy

stem

s fo

r ens

urin

g qu

ality

whe

n pl

anni

ng b

atch

pr

oduc

tion

•ta

ke s

teps

nee

ded

to c

ontr

ol

iden

tified

risk

s•

disc

uss

with

use

rs th

e ex

tent

to

whi

ch th

e pr

oduc

t mee

ts th

e de

sign

crit

eria

Use

of

ICT

•Pu

pils

cou

ld:

–us

e IC

T to

dra

w id

eas

and

mod

el in

2-D

an

d 3-

D, c

reat

ing

real

istic

re

pres

enta

tions

of t

he fi

nish

ed w

alle

t–

use

ICT

to m

ake

iden

tical

par

ts in

a

batc

h us

ing

CA

D/C

AM

, suc

h as

em

broi

dere

d lo

gos

Thes

e lin

k to

act

iviti

es/t

asks

in u

nit 7

C

‘Usi

ng IC

T to

sup

port

rese

arch

ing

and

desi

gnin

g’ a

nd u

nit 8

C ‘U

sing

ICT

to

supp

ort m

akin

g’.

PR

OD

UC

T EV

ALU

ATI

ON

Org

anis

e a

rang

e of

act

iviti

es th

at g

ive

pupi

ls a

n op

port

unity

to:

–le

arn

how

pro

duct

s ar

e m

ade

in d

iffer

ent h

isto

rical

and

cul

tura

l con

text

s–

unde

rsta

nd h

ow a

nd w

hy p

rodu

cts

have

cha

nged

ove

r tim

e–

dist

ingu

ish

betw

een

the

qual

ity o

f the

des

ign

and

the

qual

ity o

f man

ufac

ture

–le

arn

to re

cord

thou

ghts

, des

ign

idea

s an

d ex

plor

atio

ns



Key

sta

ge

3 sc

hem

es o

f w

ork

D&

T u

nit

8B

(iii)

2

■es

sent

ial a

ctiv

ities

Aop

tiona

l act

iviti

es

■th

e m

ain

tech

niqu

es t

hat

desi

gner

s us

e to

gen

erat

e id

eas

■O

rgan

ise

a cl

ass

deba

te o

n th

e su

bjec

t ‘W

here

do

new

des

ign

idea

s co

me

from

?’If

poss

ible

, use

info

rmat

ion

from

des

igne

rs a

nd o

lder

pup

ils o

n ho

w th

eir i

deas

em

erge

d.

Dis

cuss

, and

allo

w th

e pu

pils

to tr

y ou

t, s

trat

egie

s fo

r gen

erat

ing

new

idea

s, e

g–

brai

nsto

rmin

g–

wor

d ex

tens

ion

–an

alys

ing

prod

ucts

–us

ing

part

of a

vis

ual i

mag

e (w

indo

w s

earc

h)–

taki

ng e

very

day

obje

cts

and

thin

king

up

new

use

s fo

r the

m (i

nclu

ding

ou

trag

eous

idea

s)–

visi

ting

plac

es–

talk

ing

to p

eopl

e–

usin

g th

e w

ork

of a

des

ign

mov

emen

t or w

ork

from

oth

er ti

mes

and

cul

ture

s–

inst

ant m

odel

ling

with

a v

arie

ty o

f mat

eria

ls–

expe

rimen

ting

with

mat

eria

ls a

nd p

roce

sses

–ob

serv

ing

chan

ges

as a

resu

lt of

fash

ion

tren

ds a

nd li

fest

yle

shift

s–

colle

ctin

g im

ages

that

insp

ire–

revi

ewin

g fil

ms

–go

ing

to e

xhib

ition

s an

d ga

llerie

s

■us

e at

leas

t tw

o st

rate

gies

to

gene

rate

des

ign

idea

s, e

g br

ains

torm

ing,

ana

lysi

ng

prod

ucts

, vis

iting

pla

ces,

and

ex

plai

n w

hy t

hey

use

them

■ho

w d

esig

ners

use

ske

tchb

ooks

an

d fo

lios

to r

ecor

d th

ough

ts

and

desi

gn e

xplo

ratio

ns

■Pr

esen

t th

e pu

pils

with

the

quo

tatio

n ‘…

good

des

ign

is a

hit

or m

iss

proc

ess,

with

m

any

fals

e st

arts

, aba

ndon

ed id

eas

and

faile

d ex

plor

atio

ns. I

n m

any

way

s, t

he

jour

ney

is a

s si

gnifi

cant

as

the

dest

inat

ion’

(Nic

k Bu

tche

r, d

esig

n di

rect

or, R

odne

y Fi

tch

and

Co)

. Des

crib

e to

the

pup

ils h

ow d

esig

ners

rec

ord

thei

r th

ough

ts, d

esig

n id

eas

and

expl

orat

ions

, eg

how

the

y us

e sk

etch

book

s, m

oodb

oard

s, c

olla

ges,

dr

awin

gs, c

olle

ctio

ns o

f in

spiri

ng p

hoto

grap

hs a

nd p

ostc

ards

. Sho

w t

he p

upils

go

od a

nd p

oor e

xam

ples

of r

ecor

ding

and

exp

lain

that

they

will

nee

d to

cho

ose

the

best

met

hods

for

the

ir ow

n de

sign

wor

k.

■pr

oduc

e th

eir

own

sket

chbo

ok

and

folio

of

sour

ce m

ater

ial a

nd

show

tha

t th

ey u

nder

stan

d co

nven

tions

for

sel

ectin

g an

d re

cord

ing

sour

ces

of id

eas

and

insp

iratio

n. T

hey

shou

ld

reco

gnis

e th

at t

his

is a

n im

port

ant

part

of

deve

lopi

ng

thei

r ow

n id

eas

Aho

w e

xist

ing

prod

ucts

are

ad

apte

d to

ext

end

a pr

oduc

t life

cy

cle,

and

to

appr

ecia

te t

he

conf

lictin

g de

man

ds o

n de

sign

ers

and

mak

ers

ALo

ok a

t fam

iliar

pro

duct

s w

ith th

e pu

pils

, eg

penc

il ca

ses,

pur

ses.

Dis

cuss

the

idea

of

pro

duct

life

cyc

le a

nd c

onsi

der h

ow m

anuf

actu

rers

oft

en p

rodu

ce li

mite

d ed

ition

va

rietie

s an

d ne

w a

nd im

prov

ed v

arie

ties

to p

reve

nt a

dro

p in

sal

es. A

s pa

rt o

f thi

s di

scus

sion

, pup

ils c

ould

be

aske

d–

Wha

t are

the

spec

ial f

eatu

res?

–W

hat m

akes

a p

rodu

ct u

niqu

e or

new

?–

Who

is th

e ne

w p

rodu

ct a

imed

at?

Ask

the

pupi

ls to

col

lect

as

man

y ex

ampl

es o

r pic

ture

s of

thes

e as

they

can

.

Aex

plai

n w

hat i

s mea

nt b

y pr

oduc

t lif

e cy

cle,

mar

ketin

g, a

nd p

rofit

an

d lo

ssA

desc

ribe

the

mai

n st

ages

of

the

prod

uct

life

cycl

e an

d ho

w t

o ex

tend

the

life

of

a fa

mili

ar

prod

uct



Key

sta

ge

3 sc

hem

es o

f w

ork

D&

T u

nit

8B

(iii)

3

■es

sent

ial a

ctiv

ities

Aop

tiona

l act

iviti

es

FOC

USED

PR

AC

TIC

AL

TASK

S (

FPTs

)

Thes

e pr

actic

al ta

sks

shou

ld fo

cus

on th

e kn

owle

dge,

ski

lls a

nd u

nder

stan

ding

ou

tline

d in

‘Abo

ut th

e un

it’. T

hey

shou

ld g

ive

pupi

ls a

n op

port

unity

to p

ract

ise

any

new

ski

lls th

ey w

ill n

eed

durin

g th

e D

MA

, eg

to h

elp

pupi

ls u

nder

stan

d de

sign

ing

for

batc

h pr

oduc

tion.

■th

at b

atch

pro

duct

ion

is a

m

etho

d of

mak

ing

a sm

all

quan

tity

of id

entic

al p

rodu

cts,

an

d ca

n be

use

d to

pro

duce

va

riatio

ns o

n a

them

e

■Ex

plai

n to

the

pupi

ls th

e ba

tch-

prod

uctio

n m

etho

ds in

com

mer

cial

pro

duct

ion,

in

clud

ing

how

to d

evel

op a

bas

ic d

esig

n th

at c

an b

e va

ried

or p

erso

nalis

ed fo

r pa

rtic

ular

clie

nts.

Ask

the

pupi

ls to

dev

elop

thei

r ow

n ba

sic

desi

gn fo

r a p

rodu

ct

with

var

iatio

ns, e

g de

cora

tions

and

fini

shin

g, fo

r diff

eren

t use

rs. A

sk th

e pu

pils

to

prod

uce

a flo

w c

hart

for t

heir

prod

uct a

nd th

e va

riatio

ns.

■ex

plai

n w

hat

is m

eant

by

‘bat

ch

prod

uctio

n’ a

nd p

rodu

ce a

flo

w

char

t to

sho

w h

ow t

o ba

tch-

prod

uce

a ba

sic

desi

gn t

hat

can

be v

arie

d

■th

at m

anuf

actu

ring

aids

, eg

tool

s an

d te

mpl

ates

/pat

tern

s,

ensu

re a

ccur

acy

and

help

with

vo

lum

e pr

oduc

tion,

and

tha

t de

sign

ers

use

stan

dard

co

mpo

nent

s an

d si

zes

to m

ake

prod

uctio

n ea

sier

■Sh

ow th

e pu

pils

exa

mpl

es o

f how

man

ufac

turin

g ai

ds, e

g to

ols

and

tem

plat

es/

patt

erns

, can

be

mad

e or

use

d to

hel

p w

ith v

olum

e pr

oduc

tion.

Dis

cuss

with

the

pupi

ls h

ow th

ey s

houl

d ta

ke in

to a

ccou

nt th

e us

e of

man

ufac

turin

g ai

ds w

hen

desi

gnin

g. D

iscu

ss h

ow d

esig

ning

and

mak

ing

iden

tical

par

ts in

a b

atch

, usi

ng

CA

D/C

AM

or o

ther

man

ufac

turin

g ai

ds, c

an b

e co

st e

ffec

tive

and

can

ensu

reac

cura

cy.

■us

e ap

prop

riate

man

ufac

turin

g ai

ds t

o en

sure

tha

t al

l par

ts o

f pr

oduc

ts a

re id

entic

al w

hen

a nu

mbe

r of

the

sam

e ite

m a

re

desi

gned

and

mad

e

Use

of

ICT

•Pu

pils

cou

ld:

–us

e a

com

pute

rised

sew

ing

mac

hine

to

mak

e a

batc

h of

iden

tical

par

ts, s

uch

as

embr

oide

red

logo

s–

use

ICT

to p

rodu

ce a

pat

tern

or

tem

plat

e th

at c

an b

e pr

inte

d ou

t to

ensu

re a

ccur

ate

mak

ing

–us

e a

draw

/pai

nt p

rogr

am o

r CA

D

soft

war

e to

mak

e a

sten

cil t

hat c

an b

e us

ed to

tran

sfer

a d

esig

n to

the

surf

ace

of th

e w

alle

tTh

ese

link

to a

ctiv

ities

/tas

ks in

uni

t 8C

‘U

sing

ICT

to s

uppo

rt m

akin

g’.

Ath

at IC

T ca

n be

use

d to

des

ign

and

mak

e a

batc

h of

iden

tical

pa

rts

easi

ly, a

nd h

ow t

o us

e IC

T to

sca

le u

p pr

oduc

tion

plan

s an

d w

ork

out

cost

s

AD

emon

stra

te t

o th

e pu

pils

how

ICT

can

help

the

m t

o de

sign

and

mak

e si

ngle

and

ba

tch-

prod

uced

item

s, a

nd d

iscu

ss w

hen

it is

app

ropr

iate

to

use

ICT,

eg

usi

ng s

prea

dshe

ets

to h

elp

with

‘sca

ling

up’ o

r co

stin

g, u

sing

CN

C m

achi

nes.

Ade

scrib

e ho

w t

o us

e IC

T to

de

sign

and

mak

e a

batc

h of

id

entic

al p

arts

, and

to

scal

e up

an

d co

st p

rodu

ctio

n



Ref

: QC

A/0

0/44

7 ©

Qu

alifi

cati

on

s an

d C

urr

icu

lum

Au

tho

rity

(Q

CA

) 20

00D

&T

un

it 8

B(i

ii)

4

■es

sent

ial a

ctiv

ities

Aop

tiona

l act

iviti

es

Aho

w t

o us

e a

varie

ty o

f C

AD

so

ftw

are

and

com

pute

r-co

ntro

lled

mac

hine

s sa

fely

as

part

of

thei

r de

sign

ing

and

mak

ing,

to

enco

urag

e th

em t

o be

com

e fa

mili

ar w

ith, a

nd

posi

tive

user

s of

, IC

T

AD

emon

stra

te to

the

pupi

ls h

ow th

ey c

an u

se C

AD

sof

twar

e an

d co

mpu

ter-

cont

rolle

d m

achi

nes

to d

esig

n an

d m

ake

item

s, e

g–

how

to u

se IC

T to

dra

w id

eas

and

mod

el in

2-D

and

3-D

–ho

w 3

-D m

odel

ling

soft

war

e ca

n cr

eate

real

istic

repr

esen

tatio

ns o

f a fi

nish

ed

prod

uct,

suc

h as

sho

win

g ho

w d

iffer

ent d

ecor

atio

ns, f

aste

ning

s or

fabr

ics

will

lo

ok–

how

to u

se 2

-D d

raw

/pai

nt p

rogr

ams

to p

rodu

ce a

pat

tern

or t

empl

ate

that

can

be

prin

ted

out t

o he

lp e

nsur

e ac

cura

te m

akin

g–

how

to tr

ansf

er C

AD

-prin

ted

desi

gns

to o

ther

mat

eria

ls, s

uch

as s

how

ing

how

to

prin

t on

to ir

on-o

n pa

per o

r vin

yl fo

r wal

lets

–ho

w to

use

dra

w/p

aint

pro

gram

s or

CA

D s

oftw

are

to m

ake

a st

enci

l tha

t can

be

used

to tr

ansf

er a

des

ign

to a

pro

duct

and

then

reus

ed–

how

to u

se p

lott

ers

to p

rodu

ce fu

ll-si

ze p

atte

rns

or te

mpl

ates

in th

in s

heet

m

ater

ial

–ho

w to

use

CA

D s

oftw

are

and

CN

C (c

ompu

ter n

umer

ical

ly c

ontr

olle

d) m

achi

nes

to d

esig

n an

d m

ake

prod

ucts

, suc

h as

com

pute

rised

sew

ing

mac

hine

s or

em

broi

dere

rs to

pro

duce

em

broi

dere

d lo

gos

on w

alle

ts

Adv

ise

the

pupi

ls o

n sa

fety

and

tech

nica

l iss

ues.

Giv

e th

e pu

pils

an

oppo

rtun

ity to

pr

actis

e th

ese

skill

s by

mak

ing

sim

ple

item

s, e

g a

pers

onal

ado

rnm

ent,

a lo

go.

Aus

e C

AD

sof

twar

e an

d fo

llow

in

stru

ctio

ns t

o se

t up

a

com

pute

r-co

ntro

lled

mac

hine

Aus

e m

achi

nery

saf

ely

to m

ake

a si

mpl

e ite

m, e

g a

patt

ern

Aex

plai

n w

hy it

mig

ht b

e ap

prop

riate

to

use

CA

D/C

AM

ra

ther

tha

n ha

nd-t

ools



Sam

ple

fro

nt

cove

r of

a p

roje

ct b

ookle

t (T

he s

chool

share

s th

e o

bje

ctiv

es

and e

xpect

ati

ons

wit

h t

he p

upils

and h

as

modif

ied t

he

obje

ctiv

es

from

the F

ram

ew

ork

in o

rder

to m

ake t

hem

more

unders

tandable

by

pupils.

)

Year

7 p

roje

ct

Pro

ject

tit

le:

Wal

lets

Lite

racy

aim

s:G

ive

inst

ruct

ions

and

dire

ctio

ns w

hich

are

spe

cific

, eas

y to

fo

llow

and

cle

arly

seq

uenc

ed

Focu

s:

Com

bini

ng d

iffer

ent

fabr

ics

Num

erac

y ai

ms:

Use

nam

es a

nd a

bbre

viat

ions

of u

nits

of m

easu

rem

ent

to

Dec

orat

ion

tech

niqu

esm

easu

re, e

stim

ate,

cal

cula

te a

nd s

olve

pro

blem

s in

volv

ing

leng

th a

nd a

rea

Kno

wle

dg

e an

d

Usi

ng d

ecor

ativ

e st

itche

s on

a s

ewin

g m

achi

ne

und

erst

and

ing

:–

appl

iqué

, qui

lting

Targ

et fr

om la

st m

odul

e:

Met

Your

tar

get

leve

ls

Intr

od

ucto

ryB

asic

Inte

rmed

iate

Ad

vanc

ed

Gen

erat

ing

idea

s:Lo

ok a

t ex

istin

g ex

ampl

es

Use

a r

ange

of i

nfor

mat

ion

Dra

w u

pon

info

rmat

ion

C

ombi

ne id

eas

from

a

to h

elp

with

ow

n de

sign

sour

ces,

mai

nly

prov

ided

so

urce

s no

t pr

ovid

ed b

y va

riety

of s

ourc

esby

the

tea

cher

the

teac

her

Pro

duce

cre

ativ

e so

lutio

nsC

larif

y id

eas

whe

n as

ked

Use

a r

ange

of m

ater

ials

to

Pro

duce

and

con

side

rw

hich

add

ress

the

des

ign

stim

ulat

e th

e im

agin

atio

n co

nven

tiona

l, or

igin

al,

crite

ria in

exp

ecte

d an

d/or

(sto

ries,

poe

ms,

pic

ture

s)un

usua

l and

/or

ecce

ntric

un

expe

cted

way

sid

eas

Des

crib

e yo

ur id

eas

and

th

inki

ng t

o ot

hers

to

help

R

ecor

d an

d sh

are

idea

s w

ithyo

u to

dev

elop

a p

ropo

sal

othe

rs, g

athe

r an

d us

e co

nstr

uctiv

e fe

edba

ck t

o de

velo

p a

clea

r an

d de

taile

d pr

opos

al

Dev

elop

ing

and

Mod

el id

eas

to t

ry t

hem

E

xplo

re, e

xper

imen

t an

d U

se d

iffer

ent

stra

tegi

es t

o Tr

y al

tern

ativ

e ap

proa

ches

m

odel

ling

idea

s:ou

tse

lect

app

ropr

iate

mat

eria

lsel

abor

ate,

em

bellis

h,

to o

verc

ome

diffi

culti

es,

expa

nd a

nd d

evel

op

mod

ifyin

g pr

opos

als

and

Wor

k ou

t th

e te

chni

cal

de

sign

idea

sco

mm

unic

atin

g th

ese

tode

tails

of y

our

idea

s by

ot

hers

mod

ellin

g th

em t

hrou

gh

draw

ing,

dis

cuss

ion,

ICT

and

in 3

-D

Pla

nnin

g:

Wor

k w

ith h

elp

on s

hort

M

anag

e tim

e w

ithin

a

Incl

ude

in y

our

plan

the

M

anag

e tim

e ac

ross

a

task

sle

sson

tim

e it

will

take

to

com

plet

e nu

mbe

r of

less

ons

each

sta

geW

ork

inde

pend

ently

on

Rev

iew

pro

gres

s ag

ains

t sh

ort

task

s pl

ans

at im

port

ant

stag

es

The lesson planThe sample provided on the following pages follows the plan of a lesson developed fromthe unit plan shown earlier.

Under the heading Lesson objectives the teacher lists Framework objectives to belaunched or reinforced in the lesson.

The position of the Homework heading serves as a reminder that homework should beplanned beforehand, not set at the very end of the lesson.

The Features of teaching box includes aspects of strong, purposeful teaching likely tobe effective in raising achievement. Supported by an effective starter and plenary, the paceand learning is focused on the middle part of the lesson and is broken up into a number oflearning activities, particularly during practical sessions of project work. Many of thesefeatures were presented in the design and technology pilot programme.

The teacher is advised to select no more than four features of teaching which need tobe expertly used in the lesson. These are identified in the lesson plan at the left of theappropriate activity.

Main outcomes of the lesson must be closely linked to the lesson objectives since theywill demonstrate whether pupils have achieved these objectives.





Date Class

Unit of work Lesson no. ... (out of ...)

Topic for lesson

Lesson objectives

DifferentiationExtension (additional objectives for some pupils)

Enrichment (how the objectives will be addressed in more depth for some)

Intervention (pupils who will require support)

Homework

Resource list

Risk assessment

Features of teaching

introduce present demonstrate remind explore explain

exemplify question scaffold model refine intervene

check correct feed back apply fix conclude

Starter

feature

Teaching sequence

feature

feature

Plenary

feature

Main outcomes

Lesson plan template



Differentiation

Extension (additional objectives for some pupils)■ (Y8) Draw upon a wide range of information sources including those not

provided by the teacher.■ (Y9) Combine ideas from a variety of sources.

Enrichment (how the objectives will be addressed in more depth for some)■ Use a range of materials to stimulate the imagination (use one or two

challenging materials or objects in lucky dip bag activity).

Intervention (pupils who will require support)■ During practical work where pupils are generating ideas quickly, provide verbal

feedback and encouragement.

HomeworkReview an existing container design and add a new design feature for a client such asyourself.

Resource list

Risk assessment

Sample lesson plan

Date 20 January Class Year 7 (7YG)

Unit of work Container Lesson no. 2 (out of 10)

Topic for lesson How to generate design ideas for the container I am designing

Lesson objectivesPupils will learn how to:

■ use a range of materials to stimulate the imagination;

■ use information sources, mainly provided by the teacher.

Starter

Model Introduction: Review what the container is for, and the specification pointsmade, with class suggestions.How do I get ideas? Teacher explains to the pupils how she was inspiredby the pattern on a postcard and a texture from lace-work to develop a logofor a container. She explains why she thinks it is appropriate for the intendeduser, how she thought it could be made and the technical issues involved.How can I use my sketchbook? Teacher shows pupils sketchbooks fromdesigners and older pupils who have collected a wide variety of items tostimulate their ideas. She also shows the products resulting from theseideas. (This sets expectations for the quality of work.)Teaching sequence

Explore Activity 1 Lucky dip bag: Teacher circulates with lucky dip bag. Selectedpupils, in turn, take a sample of material or an object from the bag. Pupilsdiscuss how their designs could incorporate the different materials.



Activity 2 Ideas race: Teacher asks pupils to make quick, rough sketchesto produce an A4 sheet showing a range of ideas, inspired by stimulusmaterials provided. Presentation is not important.Teacher circulates and intervenes to support pupils where required, clarifyingthinking and encouraging others to use additional source material, andsuggesting the combining of ideas.Activity 3 Pair and share: Pupils, in pairs, discuss the best aspects of theirdesign ideas and what stimulated the thinking behind their design.

Apply PlenaryThe teacher asks selected pairs to talk about the best aspects of thedesign ideas of their partner (not their own) and explain their choices.Additional suggestions come from the teacher and the classmates.The teacher reviews the strategies that pupils have used in the lesson forgenerating ideas and asks for feedback on each of them:■ explaining how the teacher is inspired by stimulus material;■ ideas race;■ lucky dip;■ sharing ideas and discussion with others.When could they use these strategies again? (Link to next project.)

Main outcomes

■ Recognising a clear purpose for sketchbooks and stimulus materials.

■ Learning to sketch a range of initial ideas quickly.

■ Choosing the best aspects of their design ideas to help develop their ideasfurther.

Section 4Management issues



Section 4 Management issues

The Framework for teaching design and technology: Years 7, 8 and 9 has been writtenwith the assumption that within any school there is a design and technology departmentwith specialist facilities and expertise in the areas of product design (resistant materials,textiles and graphics), food technology, and systems and control. It is also recognised thatnot all schools are able to provide a fully balanced design and technology programme.However, the way in which resources such as staff, timetable and facilities are deployedwill directly influence pupils’ achievement of the objectives.

Effective timetabling and team workingEvidence shows that teaching which involves the frequent rotation of pupils amongdifferent materials areas can result in unbalanced achievement and a lack ofprogression. This can be avoided if staff plan as a team, using the review sheets onpages 38, 69, 70 and 71, to ensure that they introduce greater demands, which build onearlier experiences, as pupils progress through the year. Rotational courses have beenshown to be frustrating and exhausting for pupils and teachers alike. Pupils may beconstantly rushed, lacking time for the reflection that reinforces learning. They becomedisenchanted with the consequent lower standards of achievement.

Teachers who consistently work with large numbers of pupils, for short periods of time,have very limited contact with any of them. There is little opportunity for these teachers toexperience the satisfaction that comes from nurturing pupils’ progress over a period oftime. A closely informed staff team can lessen these disadvantages for each other andensure that together they achieve good oversight of each pupil’s progress through a yearand key stage. Concentrating teaching of different materials areas into fewer and largerblocks of time, possibly involving two teachers working collaboratively in separate focusareas, can also minimise the disadvantages of rotational schemes but only if high-qualityteam planning is assured.

Staff will need time to plan together to achieve the objectives across the materialsareas and to deliver both generic aspects, for example, general skills in generating ideas orevaluating products, and materials-specific knowledge and understanding.

This team approach results in the raising of standards because pupils transfer theirlearning across materials areas and build on skills, rather than repeating them, and will doso within a programme which explicitly focuses on this transfer of learning. It also meansthat pupils do not spend short periods of time with several different teachers.



How this approach works in practice – DfES/DATA Key Stage 3 model of teaching In a school that follows the model supported by DATA and DfEE (1997), two teacherswould work in parallel, having been timetabled throughout a whole year to shareresponsibility for one group of pupils. One teacher would be responsible for work withresistant materials and the other for work on food and textiles. They would take a commonapproach to designing and complementary approaches for developing graphics and othercommunication skills, control systems and structures. This is illustrated in the diagram below.

Figure 1 DATA (1997)

Links with science, art and design, and mathematics

TEACHER 1

Resistant and compliant materials, elements of controlsystems, structures and ICT

The same approach to designing through the use of a commonframework for learning

A common and complementary approach to communicationincluding graphics

TEACHER 2

Food and/or compliant materials, elements of controlsystems and ICT

Year 7 Year 8 Year 9

Year 7 case studyThere are several ways that a team planning to teach the following projects could do it.

Pennants My life so far, the sewing machine, introduction to using CAMQCA Unit 6/7, Transition




Example 1 DfES/DATA modelTwo teachers work in parallel, with classes that swap half-way through the year, or aretimetabled to work with both teachers each week.

Pupil group 1 Pupil group 2

Pennants Mirror frame

Basic working gels Travel toy/motor boat

Mirror frame Pennants

Travel toy/motor boat Basic working gels

Two specialistdesign andtechnologystaff working inparallel withone class overa year



Example 2 Rotation model across four teachersFour groups of pupils rotate around four teachers, each of whom takes one area fromtextiles, food, control and resistant materials.

Each group starts with a different project and then moves to the next teacher for thefollowing materials area. Each teacher covers the same materials area with all the groups.

Teachers who are not timetabled to work in parallel, but instead take groups of pupils whorotate around several teachers during the year, must take care to build on the knowledge,skills and understanding that pupils may have already developed in the other materialsareas. Relaunching objectives at the same level, but merely within a different context, mayhold pupils back. For example, the group designing and making a travel toy in the summerterm would be able to draw on a range of experiences gained in the previous two termsand would, therefore, be expected to achieve more than the group that did the toy projectearly in the autumn term. In a rotation scheme, the teaching team would need to reviewwhether additional objectives were required for groups who are tackling the work later inYear 7. The Framework provides objectives that teachers can use to extend the work andincrease expectations.

Reviewing rotational courses

Problem: Pupils rotate on a half-termly basis.

Main risks:

■ Disintegration of the subject.

■ Lack of continuity and progress.

■ Depressed standards.

Key remedies:

■ Provide joint or follow-on activities across terms.

■ Retain individual staff strengths but with explicit links.

■ Ensure a common vocabulary is used by all teachers.

Teacher 1 Teacher 2 Teacher 3 Teacher 4

Pennants

Basic working gels

Mirror frame

Travel toy/motor boat



Examples of joint planningThis Year 7 team plans to teach the following projects. As a team, the teachers haveassumed collective responsibility for the objectives.

Each project has appropriate objectives taken from the Framework, according to thenature and focus of the project.

The teachers map the projects against the Framework to ensure coverage of all theobjectives.

They choose appropriate projects in which to launch objectives (highlighted in red).

They identify where the next project will reinforce those objectives (highlighted in blue) anddiscuss how pupils will transfer this learning from one project to another.

They identify projects in which they will launch and share the teaching on the sameobjective (highlighted in green) and discuss how they will support the joint teaching of thisobjective.

Pennants My life so far, the sewing machine, introduction to using CAMQCA Unit 6/7, Transition




Reviewing provision to provide breadth and balance

Problem: The department is unable to offer the full range of materials areas.

Main risks:

■ Lack of breadth of experience;

■ Some pupils less motivated;

■ Threat to equality of opportunity.

Key remedies:

■ Broaden the range of materials used in a unit of work, for example, add foodand textiles activities to the resistant materials unit of work, or add systems andcontrol activities to ICT D&T units.



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l it

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cap

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me

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xam

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grou

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ion

Year

7 T

rave

l to

y



Year 7 review

Units

1 2 3 4 5

Explore needs, wants and opportunities in the context of designing for themselves

Identify design possibilities by discussing needs and opportunities presented by thetask

Develop design criteria to satisfy the design brief

Identify constraints posed by the task and/or resources and acknowledge themwhen formulating criteria

Find and select information which informs and clarifies thinking about the task

Use existing, familiar products and systems to inform their design thinking

Record their research using notes, sketches, diagrams, etc.

Use strategies which generate a variety of design ideas quickly as a direct responseto the design criteria

Use a range of materials to stimulate the imagination (e.g. pictures, stories, poems,music, videos, products)

Make connections and see relationships between the form and function of existingproducts and possible design proposals

Use a range of information sources, mainly provided by the teacher

Use a range of strategies to produce, communicate, record initial ideas (e.g. asketchbook to record 2-D and 3-D sketches, collages, notes, discussions) to assistself-reflection and to describe their ideas and thinking to others

Develop the capacity to build images in the mind’s eye

Use a range of strategies to explore and experiment with ideas before makingjudgements

Work out, and reflect on, the technical details of their ideas by modelling themthrough drawing, discussion, ICT and in 3-D

Appraise ideas by continual reference to the design criteria

Explore and experiment with and then select appropriate materials and processes

Predict and manage the time needed to complete a short task (e.g. within a lesson)

Log time as it is used

Prepare an ordered sequence for managing the task

Take account of the type and quality of materials and components that are available

Identify alternative methods of proceeding if first attempts should fail

Manage some shorter tasks independently (e.g. focused practical tasks andproduct analysis activities)

Share decisions about the task with teachers and/or others

Be aware of different roles within a group

Evaluate their design ideas and products by comparing them against the originaldesign criteria and suggest improvements

Make judgements about the originality and value of ideas and solutions to furthertheir development

Understand the need that a product is intended to serve and judge how well itmeets that need

Identify that products are made from a variety of different materials

Describe accurately how the parts of a product are put together

Examine, describe and evaluate similar products to gain useful technical information

Exp

lori

ng id

eas

and

the

tas

kG

ener

atin

g id

eas

Dev

elo

pin

g a

ndm

od

ellin

g id

eas

Pla

nnin

gId

eas

and

p

rod

ucts

of

oth

ers

Ow

n id

eas

and

pro

duc

ts

Eva

luat

ing

Colour code

Launch objectives

Reinforce objectives

Share objectives



Year 8 review

Units

1 2 3 4 5

Explore needs, wants and opportunities in the context of designing for clients

Explore and play with conventional and unconventional ideas related to the task

Recognise critical factors that need to be included as design criteria

Identify conflicting criteria and determine which should take priority

Discuss, debate, question and challenge information and the task itself

Use solutions to problems from the present, and other times and cultures, to inform their design thinking

Draw conclusions from the gathered information and comment on its usefulness

Produce and consider conventional, original, unusual, unique and/or eccentric ideas

Use a range of design strategies which combine creative thinking and the application of knowledge

Develop flexible and independent thinking about existing products and solutions (byencouraging questioning, openness to ideas and when generating design proposals)

Draw upon a wide range of information sources including those not provided by the teacher

Record and share ideas with others and gather and use constructive feedback todevelop a clear and detailed design proposal

Develop the capacity for manipulating images of products in the mind’s eye, in aconstructive or analytical way

Try fresh or alternative approaches when developing ideas and overcoming newproblems and challenges

Develop different strategies to elaborate, embellish, expand and develop design ideas

Seek opinions of potential users of the product and decide whether their design criteriaare accurate and detailed enough for the purpose

Find out what materials and components are available and use technical information todecide on their suitability for the task

Predict time needed for a series of subtasks within the overall task

Reflect and evaluate how time is used within an activity

Decide on the main stages of making and the order in which they must be carried out

Gather technical information about the materials and components available and use thisto inform decisions about suitability for purpose

Look ahead for problems and plan alternative ways of progressing and testing ideasand solutions

Carry out design-and-make assignments with teacher intervention and support whereneeded

Negotiate tasks with the teacher and/or others

Adopt given roles within a group

Discuss with the users of their product the extent to which it meets the original designcriteria and refine criteria further

Modify and transform ideas, changing direction if needed, ask questions (e.g. Where isthis going? Does it work? What do I do next? What makes a good ….?)

Justify decisions made in the selection of materials and methods of making

Suggest the criteria that might have been used when designing and making a product

Identify the different materials and components and suggest why they have been used

Name and describe the methods and processes used to construct the product

Distinguish between the quality of the design and the quality of manufacture

Exp

lori

ng id

eas

and

the

task

Gen

erat

ing

idea

sD

evel

op

ing

and

mo

del

ling

idea

sP

lann

ing

Idea

s an

d

pro

duc

ts o

f o

ther

s

Ow

n id

eas

and

pro

duc

ts

Eva

luat

ing

Colour code

Launch objectives


Share objectives



Year 9 review

Units

1 2 3 4 5

Explore needs, wants and opportunities in the context of designing for markets

Speculate about and envisage both common and unusual possibilities presented bythe task

Draw up a design specification for the product detailing the design criteria whichreflect a user’s needs

Select information sources, gathering and sorting that will help with ideas for, anddecisions about, the design

Explore ideas in ways that show an understanding of their impact for the future

Comment on how effectively the information has been used

Produce creative solutions which address the design criteria in expected and/orunexpected ways

Be prepared to take risks when generating ideas through a range of creative andcritical thinking techniques

Analyse how existing products are designed and made in order to provide a rangeof strategies and factual information to use when designing their own products

Combine ideas from a variety of sources

Record and share their ideas, encouraging feedback from users to refine theirinitial ideas and develop a full design proposal

Develop the capacity to create and develop proposals in the mind’s eye

Continually think visually, spatially and analytically when developing and evaluating ideas

Try alternative, sometimes unconventional, approaches for overcoming difficulties,modifying proposals and communicating these to others

Draw on mathematical, scientific and technical knowledge when appraising ideasagainst their design criteria

Make and justify decisions regarding the choice of materials and manufacturingprocesses and use them to draw up a manufacturing specification

Produce plans that allocate time needed to carry out the main stages of making(e.g. across a number of lessons)

Review progress against plans at important stages of the task

Match and select suitable materials considering their fitness for purpose

Prioritise and reconcile decisions about materials, time and production

Carry out design-and-make assignments in negotiation with the teacher, and beable to prepare and follow own design briefs

Work on tasks facilitated by the teacher and/or others

Choose to adopt an appropriate role within a group (e.g. leader, designer)

Review ongoing progress to meet criteria, invite feedback and incorporate it into work

Evaluate how their ideas and solutions would benefit individuals and/or the community

Identify any design weaknesses in the choice of materials and manufacturing processes

Formulate criteria to judge the quality of a product and the extent to which it meetsthe need, purpose and resource limits, and its impact on society

Make alternative design proposals regarding the choice of materials

Explain the choices and decisions made in designed and manufactured products,processes and systems and identify alternative possibilities

Appreciate the conflicting demands upon designers and makers and acknowledgethe balance between help and harm

Exp

lori

ng id

eas

and

th

e ta

skG

ener

atin

g id

eas

Dev

elo

pin

g a

ndm

od

ellin

g id

eas

Pla

nnin

gId

eas

and

p

rod

ucts

of

oth

ers

Ow

n id

eas

and

prod

ucts

Eva

luat

ing

Colour code

Launch objectives


Share objectives



Section 5Appendices



Appendix 1

GlossaryclientThe person who commissions the designer

contextThe situation in which the design activity is set

creative educationForms of education that develop young people’s capacities for original ideas and action(NACCCE)

creative thinkingThinking that leads to new insights, novel approaches, fresh perspectives, new ways ofunderstanding and conceiving ideas

creativityImaginative activity fashioned so as to produce outcomes that are both original and ofvalue (NACCCE)

critical thinkingPurposeful thinking that results in interpretation, analysis and evaluation. It is an essentialtool of enquiry

design briefA concise statement of the task, agreed between the client and the designer, which setsout the task and gives the context in which possibilities are to be explored

design criteriaThe performance characteristics, required by the client commissioning the product, againstwhich the product will be evaluated

design proposalA feasibility study which reveals one or more possible solutions to the design brief andwhich recognises existing constraints and meets the design criteria

design specificationA detailed statement, derived from the design proposal, which specifies the purpose andperformance characteristics of the product agreed between the client and the designer

designerThe person or company designing the product

manufacturer The person or company making the product

manufacturing specificationSpecific detail regarding every aspect of material, shape, form and construction which thedesigner communicates to the manufacturer



modellingTrying out ideas in ways that are quicker, cheaper or more convenient than making the realthing (e.g. talking, drawing, using kits, materials, ICT), small sample recipe

technical informationData relating to dimensions, material properties, constructional details and manufacturingprocesses

userThe person who will use the product that is designed and manufactured

Appendix 2 to support the teaching of designing skillsUseful resourcesThese references may be useful for obtaining additional information about teachingdesigning skills and/or supporting activities.

Author Title Contact

DATA The design and technology www.web.data.org.uksecondary head of departmenthandbookSupporting the Key Stage 3 National Strategy CD-ROM

Design Museum Education resource packs www.designmuseum.org

Design Council The Big Zipper www.designcouncil.org.uk/Better by Design schoolresources/

Young Foresight Variety of designing activities www.youngforesight.orgaimed at Year 9

HMI/Ofsted A Report of the Ofsted www.ofsted.gov.uk/publications/Conference for Secondary docs/2860.pdfTeachers of Design and Technology, Teaching Designing

NAAIDT Guideline – Design and designing www.naaidt.org.ukThink on Quality through progression in design and technology

QCA Creativity across the curriculum www.qca.org.uk/onq/schools/ creativity_curriculum.aspwww.ncaction.org.uk

The sites below provide information about a range of curriculum development projects indesign and technology, some of which will be helpful for schools looking to support theteaching of designing skills.

www.cornwall.gov.uk/education/dmc (design and make centre)

www.cadinschools.org

www.ectinschools.org

www.foodinschools.orgwww.tep.org.uk (Technology Enhancement Programme)

www.nutrition.org.uk (British Nutrition Foundation)

www.nuffieldcurriculumcentre.org



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