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David barlex feb 2012 part 1

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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.

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David barlex feb 2012 part 1

  1. 1. Conceptual What it doesMarketingWho it’s for Technical How it worksConstructionalHow it fits together Aesthetic What it looks like
  2. 2. Designing and makingMaking Exploringwithout technologydesigning and society
  3. 3. Would Year 7 like to make a scooterthey could ride out of the workshop?
  4. 4. TechnologySociety People Markets
  5. 5. Which is more sustainable a towel or anelectric powered hair dryer?Design a cradle to cradle hair dryer
  6. 6. Design decisionsOutcomes … ConceptualAffordableManageable TechnicalHigh learning value MarketingIntriguingDesirableNon-trivial Constructional AestheticExploit phenomena Have utility Embrace Involve life cycle modern considerations technology
  7. 7. Is technology autonomous and beyond our control or istechnology 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 whichtechnologies are technologies aredeveloped? adopted?
  8. 8. What’soptimum balancefor your school?
  9. 9. On what basis?
  10. 10. The General Case Purposeful the utility of activity in one is enhanced by other subjects subjectIn design & technology The making of is enhanced by the utility of science design decisions and mathematicsWhy bother? The utilisation of science and mathematics enhances pupil achievement not only in design & technology but also in science and mathematicsThe challenge Demonstrating the enhanced achievement
  11. 11. 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

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