Your SlideShare is downloading. ×
0
Modern d&t
Modern d&t
Modern d&t
Modern d&t
Modern d&t
Modern d&t
Modern d&t
Modern d&t
Modern d&t
Modern d&t
Modern d&t
Modern d&t
Modern d&t
Modern d&t
Modern d&t
Modern d&t
Modern d&t
Modern d&t
Modern d&t
Modern d&t
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Modern d&t

304

Published on

Session 24

Session 24

Published in: Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
304
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
6
Comments
0
Likes
1
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Modern D&T What is it?
  • 2. Ofsted 2011Secondary schools should:• ensure that teachers have access to high-quality subject professional development to enable them to teach students about modern and smart materials, electronics, and systems and control, make effective use of computer aided design and manufacture resources, and stay up to date with developments in research and innovation• provide a balanced D&T curriculum that is well pitched to build upon the primary curriculum and includes the technologically challenging and more modern parts of the subject so that students can apply their scientific understanding and develop greater technical rigour in designing and making• make sure that D&T resources are up to date to reflect 21st-century technology, are used effectively and represent good value for money.
  • 3. The maverick• Design & technology is a maverick in the curriculum.• It insists on being neither a specialist art nor a specialist science.• The design sub-label leans towards the arts.• The technology towards the sciences.• But neither will do as a natural home.• It is restive, itinerant, non-discipline.(Barlex, 2003)
  • 4. Design decisions in design & technology Conceptual What it doesMarketingWho it’s for Technical How it worksConstructionalHow it fits together Aesthetic What it looks like
  • 5. Designing andDesigning makingwithoutmaking Exploring Making technology and without society designing
  • 6. Developing the ability to make design decisions
  • 7. Making without designingWould Year 7 like to make a scooterthey could ride out of the workshop?
  • 8. Designing without making TechnologySociety People Markets
  • 9. Designing without makingWhich is more sustainable a towel or anelectric powered hair dryer?Design a cradle to cradle hair dryer
  • 10. Designing and making Design decisionsOutcomes … ConceptualAffordableManageable TechnicalHigh learning value MarketingIntriguingDesirableNon-trivial Constructional AestheticExploit phenomena Have utility Embrace Involve life cycle modern considerations technology
  • 11. Designing and Making• Can be seen as ‘traditional’ D&T• Do all of the pupils have to make their own design?• Can pupils work collaboratively on collecting information?• Can one situation lead to many solutions?
  • 12. Some (resource) answers ...D&T Key Resources
  • 13. Some (resource) answers ...
  • 14. Exploring Technology in Society Pedal to the well, fill up the tank and by the time you’re home you have 8 litres of purified water.‘15 Below Coat’ - forthe homeless
  • 15. Scheme of Work (suggested format)Title SubjectSpecification Units Teacher Time allocationAssessment/methods of evaluationGeneral resources usedPrevious pupil experienceAims
  • 16. National Curriculum programmes of study or exam specification to be addressedTeaching strategiesDifferentiation and extensionCross curricular links e.g. literacy, numeracy, key skills etc.
  • 17. Week Content/activities/extension tasks Resources Subject links Homework Subject content Introduction to spreadsheets Activity sheets 1-3 Maths – applying Design a spread (attached). maths and solving sheet layout for T&L activities Demonstration, group work, task-based Demo notes. problems; recording data for Differentiation: Complete all tasks on activity sheet 1. Handbook pp 3-6. calculations – the school tuck less able Writing framework for starter activity & Blank grids for checking results. shop.1. plenary. Differentiated resource for sheet 1. homework. Literacy – key Separate sheet to Writing framework words support less able More able Activity sheet 4. Different scenario to for less able. challenge more able. Don’t need sheets 1–3. Homework sheets – Assessment Tasks, activity sheets 1 and 2 differentiated. Subject content T&L activities Differentiation:2. less able More able Assessment Subject content T&L activities Differentiation:3. less able More able Assessment
  • 18. Principles of effective peer review1. Mutual trust and respect2. Active use of criteria and standards3. Constructing commentaries in relation to peer judgements4. Both analytic (componential) and holistic (configurational) judgements about quality5. Dialogue around the workwww.reap.ac.uk/PEER.aspx

×