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Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
Where next for d&t
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Where next for d&t
Where next for d&t
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Where next for d&t

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NTU DDT event

NTU DDT event

Published in: Education, Technology
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  • \n
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  • One of our biggest issues is that this identity will change not only from school to school but also teacher to teacher. As we look to establish the last 20 years of development are we adopting content in order to survive the requirements of the socio economic circumstances of the area a school is in or is this down to individual skills that teachers may have or finally a dictate from senior managers looking for a best fit for the students based on what evidence?\n\n
  • One of our biggest issues is that this identity will change not only from school to school but also teacher to teacher. As we look to establish the last 20 years of development are we adopting content in order to survive the requirements of the socio economic circumstances of the area a school is in or is this down to individual skills that teachers may have or finally a dictate from senior managers looking for a best fit for the students based on what evidence?\n\n
  • One of our biggest issues is that this identity will change not only from school to school but also teacher to teacher. As we look to establish the last 20 years of development are we adopting content in order to survive the requirements of the socio economic circumstances of the area a school is in or is this down to individual skills that teachers may have or finally a dictate from senior managers looking for a best fit for the students based on what evidence?\n\n
  • One of our biggest issues is that this identity will change not only from school to school but also teacher to teacher. As we look to establish the last 20 years of development are we adopting content in order to survive the requirements of the socio economic circumstances of the area a school is in or is this down to individual skills that teachers may have or finally a dictate from senior managers looking for a best fit for the students based on what evidence?\n\n
  • One of our biggest issues is that this identity will change not only from school to school but also teacher to teacher. As we look to establish the last 20 years of development are we adopting content in order to survive the requirements of the socio economic circumstances of the area a school is in or is this down to individual skills that teachers may have or finally a dictate from senior managers looking for a best fit for the students based on what evidence?\n\n
  • One of our biggest issues is that this identity will change not only from school to school but also teacher to teacher. As we look to establish the last 20 years of development are we adopting content in order to survive the requirements of the socio economic circumstances of the area a school is in or is this down to individual skills that teachers may have or finally a dictate from senior managers looking for a best fit for the students based on what evidence?\n\n
  • One of our biggest issues is that this identity will change not only from school to school but also teacher to teacher. As we look to establish the last 20 years of development are we adopting content in order to survive the requirements of the socio economic circumstances of the area a school is in or is this down to individual skills that teachers may have or finally a dictate from senior managers looking for a best fit for the students based on what evidence?\n\n
  • One of our biggest issues is that this identity will change not only from school to school but also teacher to teacher. As we look to establish the last 20 years of development are we adopting content in order to survive the requirements of the socio economic circumstances of the area a school is in or is this down to individual skills that teachers may have or finally a dictate from senior managers looking for a best fit for the students based on what evidence?\n\n
  • One of our biggest issues is that this identity will change not only from school to school but also teacher to teacher. As we look to establish the last 20 years of development are we adopting content in order to survive the requirements of the socio economic circumstances of the area a school is in or is this down to individual skills that teachers may have or finally a dictate from senior managers looking for a best fit for the students based on what evidence?\n\n
  • One of our biggest issues is that this identity will change not only from school to school but also teacher to teacher. As we look to establish the last 20 years of development are we adopting content in order to survive the requirements of the socio economic circumstances of the area a school is in or is this down to individual skills that teachers may have or finally a dictate from senior managers looking for a best fit for the students based on what evidence?\n\n
  • One of our biggest issues is that this identity will change not only from school to school but also teacher to teacher. As we look to establish the last 20 years of development are we adopting content in order to survive the requirements of the socio economic circumstances of the area a school is in or is this down to individual skills that teachers may have or finally a dictate from senior managers looking for a best fit for the students based on what evidence?\n\n
  • One of our biggest issues is that this identity will change not only from school to school but also teacher to teacher. As we look to establish the last 20 years of development are we adopting content in order to survive the requirements of the socio economic circumstances of the area a school is in or is this down to individual skills that teachers may have or finally a dictate from senior managers looking for a best fit for the students based on what evidence?\n\n
  • One of our biggest issues is that this identity will change not only from school to school but also teacher to teacher. As we look to establish the last 20 years of development are we adopting content in order to survive the requirements of the socio economic circumstances of the area a school is in or is this down to individual skills that teachers may have or finally a dictate from senior managers looking for a best fit for the students based on what evidence?\n\n
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  • Transcript

    • 1. Future Innovators - D&T 2012 to 2022Where next for D&TPaul Boyd
    • 2. Background to Curriculum Changes Expert Panel Recommendations: Comparison Current NC Proposed NC Subject KS1 KS2 KS3 KS4 Subject KS1 KS2a KS2b KS3 KS4 English c English Maths M th o Maths r Science Science e PE F Subject KS1 KS2a KS2b KS3 KS4 Art o u Art Citizenship n Geography g p y d D&T a History Geography t MFL ? i History o Music M i n PE ICT MFL Subject S bj t KS1 KS2a KS2 KS2b KS3 KS4 Music B a Citizenship s ICT i D&T c The ArtsApril 2012 2
    • 3. Background to Curriculum Changes Review - December announcement Published: Expert Panel report and recommendations Summary report on the Call for Evidence Evidence on curriculum breadth E id i l b dth Evidence on curriculum content in English, mathematic and science Extension of timetable by one year: Engaging with stakeholders on Expert Panel recommendations Full alignment of National Curriculum with GCSE reform More time to develop the National Curriculum for English, mathematics and science in the light of feedback New curriculum for all subjects published together in Autumn 2013 and first teaching from September 2014 6April 2012 3
    • 4. What is Design Technology?April 2012 4
    • 5. What is Design Technology?Many areas of the curriculum usually come under the heading of DesignTechnology or are within the Design Technology Department.April 2012 4
    • 6. What is Design Technology? Many areas of the curriculum usually come under the heading of Design Technology or are within the Design Technology Department.• Resistant MaterialsApril 2012 4
    • 7. What is Design Technology? Many areas of the curriculum usually come under the heading of Design Technology or are within the Design Technology Department.• Resistant Materials• TextilesApril 2012 4
    • 8. What is Design Technology? Many areas of the curriculum usually come under the heading of Design Technology or are within the Design Technology Department.• Resistant Materials• Textiles• Systems and ControlApril 2012 4
    • 9. What is Design Technology? Many areas of the curriculum usually come under the heading of Design Technology or are within the Design Technology Department.• Resistant Materials• Textiles• Systems and Control• FoodApril 2012 4
    • 10. What is Design Technology? Many areas of the curriculum usually come under the heading of Design Technology or are within the Design Technology Department.• Resistant Materials• Textiles• Systems and Control• Food• ElectronicsApril 2012 4
    • 11. What is Design Technology? Many areas of the curriculum usually come under the heading of Design Technology or are within the Design Technology Department.• Resistant Materials• Textiles• Systems and Control• Food• Electronics• GraphicsApril 2012 4
    • 12. What is Design Technology? Many areas of the curriculum usually come under the heading of Design Technology or are within the Design Technology Department.• Resistant Materials• Textiles• Systems and Control• Food• Electronics• Graphics• Systems & ControlApril 2012 4
    • 13. What is Design Technology? Many areas of the curriculum usually come under the heading of Design Technology or are within the Design Technology Department.• Resistant Materials• Textiles• Systems and Control• Food• Electronics• Graphics• Systems & Control• EngineeringApril 2012 4
    • 14. What is Design Technology? Many areas of the curriculum usually come under the heading of Design Technology or are within the Design Technology Department.• Resistant Materials• Textiles• Systems and Control• Food• Electronics• Graphics• Systems & Control• Engineering• ConstructionApril 2012 4
    • 15. What is Design Technology? Many areas of the curriculum usually come under the heading of Design Technology or are within the Design Technology Department.• Resistant Materials• Textiles• Systems and Control• Food• Electronics• Graphics• Systems & Control• Engineering• Construction• CateringApril 2012 4
    • 16. What is Design Technology? Many areas of the curriculum usually come under the heading of Design Technology or are within the Design Technology Department.• Resistant Materials• Textiles• Systems and Control• Food• Electronics• Graphics• Systems & Control• Engineering• Construction• Catering• Automotive..............April 2012 4
    • 17. What is Design Technology? Many areas of the curriculum usually come under the heading of Design Technology or are within the Design Technology Department.• Resistant Materials• Textiles• Systems and Control• Food• Electronics• Graphics• Systems & Control• Engineering• Construction• Catering• Automotive.............. Do we have an identity crisis?April 2012 4
    • 18. Key QuestionsApril 2012 5
    • 19. Key Questions• D&T could shift away from making. More value needs to be placed on the design (& research) process. April 2012 5
    • 20. Key Questions• D&T could shift away from making. More value needs to be placed on the design (& research) process. April 2012 5
    • 21. Key Questions• D&T could shift away from making. More value needs to be placed on the design (& research) process.• D&T should encourage risk taking. If the focus is on the process a ‘failed’ project can show a greater level of learning than a perfectly finished one that was done to an established plan. April 2012 5
    • 22. Key Questions• D&T could shift away from making. More value needs to be placed on the design (& research) process.• D&T should encourage risk taking. If the focus is on the process a ‘failed’ project can show a greater level of learning than a perfectly finished one that was done to an established plan. April 2012 5
    • 23. Key Questions• D&T could shift away from making. More value needs to be placed on the design (& research) process.• D&T should encourage risk taking. If the focus is on the process a ‘failed’ project can show a greater level of learning than a perfectly finished one that was done to an established plan.• D&T might highlight the academic. Strengthen curriculum links to other subjects, also focus on rigour in research methodologies. April 2012 5
    • 24. Key Questions• D&T could shift away from making. More value needs to be placed on the design (& research) process.• D&T should encourage risk taking. If the focus is on the process a ‘failed’ project can show a greater level of learning than a perfectly finished one that was done to an established plan.• D&T might highlight the academic. Strengthen curriculum links to other subjects, also focus on rigour in research methodologies. April 2012 5
    • 25. Key Questions• D&T could shift away from making. More value needs to be placed on the design (& research) process.• D&T should encourage risk taking. If the focus is on the process a ‘failed’ project can show a greater level of learning than a perfectly finished one that was done to an established plan.• D&T might highlight the academic. Strengthen curriculum links to other subjects, also focus on rigour in research methodologies.• Design is about people. The process of establishing need and truly understanding what’s required underpins everything. Include links to psychology. April 2012 5
    • 26. Key Questions• D&T could shift away from making. More value needs to be placed on the design (& research) process.• D&T should encourage risk taking. If the focus is on the process a ‘failed’ project can show a greater level of learning than a perfectly finished one that was done to an established plan.• D&T might highlight the academic. Strengthen curriculum links to other subjects, also focus on rigour in research methodologies.• Design is about people. The process of establishing need and truly understanding what’s required underpins everything. Include links to psychology. April 2012 5
    • 27. Key Questions• D&T could shift away from making. More value needs to be placed on the design (& research) process.• D&T should encourage risk taking. If the focus is on the process a ‘failed’ project can show a greater level of learning than a perfectly finished one that was done to an established plan.• D&T might highlight the academic. Strengthen curriculum links to other subjects, also focus on rigour in research methodologies.• Design is about people. The process of establishing need and truly understanding what’s required underpins everything. Include links to psychology.• The UK is unable to compete purely on cost. Innovation is required to secure our economic recovery April 2012 5
    • 28. Key QuestionsApril 2012 6
    • 29. Key Questions• Currently Design & Technology education is widely misunderstood. Is our problem that we are pursuing too broad a view as a subject?April 2012 6
    • 30. Key Questions• Currently Design & Technology education is widely misunderstood. Is our problem that we are pursuing too broad a view as a subject?April 2012 6
    • 31. Key Questions• Currently Design & Technology education is widely misunderstood. Is our problem that we are pursuing too broad a view as a subject?• D&T needs a clear message and brand. To develop a brand we need to clearly articulate the subject’s valuesApril 2012 6
    • 32. Key Questions• Currently Design & Technology education is widely misunderstood. Is our problem that we are pursuing too broad a view as a subject?• D&T needs a clear message and brand. To develop a brand we need to clearly articulate the subject’s valuesApril 2012 6
    • 33. Key Questions• Currently Design & Technology education is widely misunderstood. Is our problem that we are pursuing too broad a view as a subject?• D&T needs a clear message and brand. To develop a brand we need to clearly articulate the subject’s values• Senior leaders in schools are a key audience to target. They need to be persuaded to maintain investment in D&T, whatever it’s official status.April 2012 6
    • 34. Key Questions• Currently Design & Technology education is widely misunderstood. Is our problem that we are pursuing too broad a view as a subject?• D&T needs a clear message and brand. To develop a brand we need to clearly articulate the subject’s values• Senior leaders in schools are a key audience to target. They need to be persuaded to maintain investment in D&T, whatever it’s official status.April 2012 6
    • 35. Key Questions• Currently Design & Technology education is widely misunderstood. Is our problem that we are pursuing too broad a view as a subject?• D&T needs a clear message and brand. To develop a brand we need to clearly articulate the subject’s values• Senior leaders in schools are a key audience to target. They need to be persuaded to maintain investment in D&T, whatever it’s official status.• Context is vital. Pupils and parents need to see how D&T links to careers and skills that will serve them in lifeApril 2012 6
    • 36. What nextPositives• D&T remains the most popular non-statutory GCSE after English, maths and science• Product Design continues to increase in popularity and now accounts for 13% of the D&T entryNegativesSignificant fall in D&T as an option over the last 6 years (5.8m to 5.1m)Significant fall in D&T results from 57% (2003) to 38% (2011) April 2012 7
    • 37. Curriculum DesignThe Design Technology Association is currently looking at thecreation of a curriculum guideline for schools. This will look ateverything from assessment to possible projects and design briefs.Do we need consistency in D&T similar to that used at NTU:The subject of Design and Technology Education at NTU has fourelements:April 2012 8
    • 38. Curriculum DesignThe Design Technology Association is currently looking at thecreation of a curriculum guideline for schools. This will look ateverything from assessment to possible projects and design briefs.Do we need consistency in D&T similar to that used at NTU:The subject of Design and Technology Education at NTU has fourelements: Mainly DesigningApril 2012 8
    • 39. Curriculum DesignThe Design Technology Association is currently looking at thecreation of a curriculum guideline for schools. This will look ateverything from assessment to possible projects and design briefs.Do we need consistency in D&T similar to that used at NTU:The subject of Design and Technology Education at NTU has fourelements: Mainly Designing Mainly MakingApril 2012 8
    • 40. Curriculum DesignThe Design Technology Association is currently looking at thecreation of a curriculum guideline for schools. This will look ateverything from assessment to possible projects and design briefs.Do we need consistency in D&T similar to that used at NTU:The subject of Design and Technology Education at NTU has fourelements: Mainly Designing Mainly Making Mainly Designing and MakingApril 2012 8
    • 41. Curriculum DesignThe Design Technology Association is currently looking at thecreation of a curriculum guideline for schools. This will look ateverything from assessment to possible projects and design briefs.Do we need consistency in D&T similar to that used at NTU:The subject of Design and Technology Education at NTU has fourelements: Mainly Designing Mainly Making Mainly Designing and Making Design and Technology in Education and SocietyApril 2012 8
    • 42. Curriculum Design The Design Technology Association is currently looking at the creation of a curriculum guideline for schools. This will look at everything from assessment to possible projects and design briefs. Do we need consistency in D&T similar to that used at NTU: The subject of Design and Technology Education at NTU has four elements: Mainly Designing Mainly Making Mainly Designing and Making Design and Technology in Education and SocietyThe D&T association have existing plans along this lines already. Wouldthis model allow for creativity and student development without havingto be bogged down with constant repetition of the design Cycle forevery project as is evident in many Schemes of LearningApril 2012 8
    • 43. SustainabilityNuffield STEM Futures | Nuffield FoundationSource: nuffieldfoundation.orgCross-curricular skills-based project work for 11-14-year-oldsbased on the theme of sustainability FREE • Films •Presentations • Animations • Pupil activities • Teacher notes •Professional development activities Pupils are challenged torethink a sustainable future based on the principles of closedloop systems in nature. The project is a celebration of humaningenuity rather than a review of ecological collapse. Pupilsexplore problems through skills-based Science, Maths and D&Tactivities ...The Ellen MacArthur Foundation is anindependent charity with the aim ofinspiring a generation to re-think, re-design & build a positivefuture through the vision of a circulareconomy April 2012 9

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