First presentation from David Barlex's visit in February 2012. The session began by looking at different ways of structuring KS3 D&T and led to discussing the benefits of working with science.

3. Conceptual
What it does
Marketing
Who it’s for Technical
How it works
Constructional
How it fits together Aesthetic
What it looks like

5. Designing
and
making
Making Exploring
without technology
designing and society

6. Would Year 7 like to make a scooter
they could ride out of the workshop?

8. Technology
Society People
Markets

9. Which is more sustainable a towel or an
electric powered hair dryer?
Design a cradle to cradle hair dryer

10. Design decisions
Outcomes … Conceptual
Affordable
Manageable
Technical
High learning value Marketing
Intriguing
Desirable
Non-trivial
Constructional Aesthetic
Exploit phenomena Have utility Embrace Involve life cycle
modern considerations
technology

11. Is technology autonomous and beyond our control or is
technology under human control?
Does technology control us or do we control technology?
Is technology value neutral or does it have implicit values?
Does the availability of technology change human behaviour?
Who decides which Who decides which
technologies are technologies are
developed? adopted?

12. What’s
optimum balance
for your school?

13. On what basis?

14. The General Case
Purposeful the utility of
activity in one is enhanced by
other subjects
subject
In design & technology
The making of is enhanced by the utility of science
design decisions and mathematics
Why bother?
The utilisation of science and mathematics enhances pupil
achievement not only in design & technology but also in
science and mathematics
The challenge
Demonstrating the enhanced achievement

15. What might pupils
learn in science that is
useful to them in
design & technology?
The usual suspects …
Electricity, energy, materials
and structures, forces and
motion, food and nutrition
But more importantly …
Torben Steeg Scientific thinking