Session 1Design and Technology PGCE Design and Technology Course Outline.

Session 1Design and Technology PGCE

Design and Technology

Course Outline


Overview

Five Sessions:

• What is Design and Technology?• Mechanisms and Structures• Electronic Control• Textiles• Food Technology


Common Threads

• Safety Issues• Vocabulary• Cross-curricular links• IT links• Resources• Classroom Organisation


Historical Perspective

• First National Curriculum document

• Contributing subject areas

Work with wood and metal

Food and textile work

Science

Art and Design

D & T


The Importance of Design and Technology

Design and technology prepares pupils to participate in tomorrow’s rapidly changing technologies. They learn to think and intervene creatively to improve quality of life. The subject calls for pupils to become autonomous and creative problem solvers, as individuals and members of a team. They must look for needs, wants and opportunities and respond to them by developing a range of ideas and making products and systems. (DfEE/QCA, 1999)


The nature of Design and Technology

Design and Technology is about making things that people want that work well. Creating these things is hugely exciting: it is an inventive, fun activity. James Dyson, Chairman, Dyson Ltd

Design and Technology Activities involve • Open-ended tasks

• Problem Solving

• Decision making


Stages involved

• Identifying needs or problems encountered in life

• Responding to these by developing a range of ideas and possible solutions

• Making products and systems using practical skills

• Evaluating their own designs using their knowledge of wider technological innovations


The Design Process

• The Williams and Jinks design line

• The DES design loop

• The APU model

Problem/Need

Making

Evaluate

First ideas

Research

Chosen idea


Task 1

Make a photograph frame suitable for display

in the classroom


Early YearsCreative play in a stimulating environment

• Experience with materials to investigate properties and make choices

• Low risk therefore useful for problem solving

• Learning through the senses using first hand experience

• Building on previous experience to learn new ideas

‘Children do not make a distinction between ‘play’ and ‘work’ and neither should practitioners’. (QCA,2000)


Foundation Stage Curriculum

Areas of Learning

Knowledge and understanding of the world:• Exploration• Observation• Problem solving• Critical thinking• Decision making • Discussion

Creative Development:• Exploring materials

Session 1Design and Technology Foundation Course

National Curriculum Programmes of Study

Knowledge, skills and understanding

Details what should be taught to pupils at their appropriate Key Stages.

Breadth of studyThe range of activities through which the knowledge, skills and

understanding can be taught.

Attainment TargetsThe expected standard of pupils performance at the end of each key stage.


Knowledge, skills and understanding

Design and Technology in the National Curriculum:

• Developing, planning and communicating ideas

• Working with tools, equipment, materials and components to make quality products

• Evaluating processes and products

• Knowledge and understanding of materials and components


Breadth of study

Knowledge, skills and understanding through:

• Investigation, disassembly and evaluation of a range of familiar products (IDEAs)

• Focused practical tasks (FPTs)

• Design and make assignments (DMAs)


Investigating and Evaluating

Investigating and evaluating helps to develop an awareness of the designed world with technical, economic, aesthetic, environmental, moral criteria considered (DfEE, 1996)


Investigative, disassembly and evaluative activities

• These are often used as a starting point

• A study of products and their applications

• The quality of designed products

• Value judgements i.e. do you like it?

• The safety of designed products

• The fitness for purpose


Focused Practical Tasks

Develop a range of :

• Techniques • Skills

• Processes

• Knowledge


Design and Make Assignments A ‘holistic’ process

Design and Make assignments are central to the children’s development in the curriculum area. The focused practical tasks and the investigative, disassembly and evaluative activities are generally seen to have a supporting and enriching role to the design and make activities.


Task 2

Develop some IDEAs, FPTs and DMAs related to the practical activity you

have just worked on


Design and Technology

PROCEDURAL SKILLS – these are associated with the process skills, for example, what needs to be done in order to achieve a particular product

KNOWLEDGE AND UNDERSTANDING – this is an understanding of certain concepts and facts associated with the subject

PRACTICAL CAPABILITY – this is the ability to cope with practical situations and problems

Session 1

Procedural Skills• Investigating• Identifying/Clarifying• Specifying• Researching• Generating Ideas• Modelling• Planning/Organising• Making• Evaluating

Design and Technology PGCE


Areas of Knowledge and understanding

• Materials and components• Structures and forces• Control using mechanisms• Control using electricity• Use of information technology

www.howstuffworks.com/


Practical capability

• Basic construction • Making hinges, pivots and fulcrums • Making wheeled vehicles • Using energy sources• Applying finishing techniques• Using textiles to create 3D forms• Using food ingredients


Drawing as a modelling tool The National Curriculum includes drawing in the Programme of Study Developing, planning and

communicating ideas

• Pupils should be taught to communicate their ideas using a variety of methods, including drawing and making models

In the area of Design and Technology it is important that the purpose of drawing is identified. If it is to be used as a tool then it may be changed frequently or adapted and the emphasis should not be on neatness and presentation.

‘


Communicating through drawing

Different purposes for children’s drawing in Design and Technology may include:

• Detailed recording of existing designed products• A recording of what the child has created• A picture of what the child wants to make• A sequence of events involved in the activity• The design on the end product• The materials and tools required• A method of modelling ideas to prepare to make

something


Types of drawing• Sketches• Doodles• Paintings• Cartoon strips• Cross sectional drawings• Scale drawings• Labelled diagrams• Computer aided drawings


Classroom organisation and management

• Classroom layout• Use of specialist rooms• Grouping children• Availability of resources• Storage and display of products


Resources

• Books

• Library Resources

• National Curriculum

• QCA documentation

• Journals

• Websites DATA


Bibliography

• Bruce,T (1997) Early Childhood Education

• Davies,D and Howe,A (2003) Teaching Science and Design and Technology in the Early Years (chapter 2)

• Harlen,W (2000) The Teaching of Science in Primary Schools

• Hope,G (2006) Teaching Design and Technology at Key Stages 1 and 2 (Achieving QTS)

• Johnsey,R (1998) Exploring Primary Design and Technology

Session 1Design and Technology PGCE Design and Technology Course Outline.

Documents

Transcript of Session 1Design and Technology PGCE Design and Technology Course Outline.