DTES1 Design and technology 2014


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For session 10 in DTES1

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DTES1 Design and technology 2014

  1. 1. Design and Technology A unique subject in the curriculum
  2. 2. A history of curriculum development 1970 1980 Design & Realisation Woodwork Metalwork Technical Drawing Needlework Cookery (Domestic Science) 1990 Craft, Design and Technology (CDT) Design & Communication Home Economics Textiles Technology Food Art & Design Bus Studies IT DESIGN AND TECHNOLOGY
  3. 3. Definitions: technology ‘The essence of technology lies in the process of bringing about change or exercising control over the environment. This process is a particular form of problem solving; of designing in order to effect control.’ DES (1985). The curriculum from 5 to 16. London: HMSO
  4. 4. Design and Technology: a rationale The key aim of Design and Technology is to enable pupils to learn how to contribute towards and intervene creatively and constructively to improve the made world in a rapidly changing technological society. It should enable pupils to become discriminating citizens and customers, and to be able to contribute to their home, the community and industry; by having a better understanding of products and the associated values; by developing specific technological understanding; and by fostering the design and manufacturing skills needed to produce quality practical solutions to real problems. The Design and Technology Association (1999). National Curriculum Review. DATA News, No. 10
  5. 5. Design and Technology in the school curriculum 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. They combine practical skills with an understanding of aesthetics, social and environmental issues, function and industrial practices. As they do so, they reflect on and evaluate present and past design and technology, its uses and effects. Through design and technology, all pupils can become discriminating and informed users of products, and become innovators. Department for Education and Employment (1999). Design and Technology: The National Curriculum for England. London: HMSO
  6. 6. Technology in the National Curriculum • • • • • • • • • • • • • • • • • • • • • July 1987 April 1988 29 July 1988 June 1989 Mar. 1990 Sept. 1990 Dec 1992 Sept. 1993 Nov. 1994 Jan. 1995 Sept. 1996 Sept.1998 May 1999 Sept. 2000 Sept 2004 Sept 2008 January 2011 Dec 2011 Feb 2013 July 2013 Sept 2014 The National Curriculum 5-16: a consultative document Design and Technology Working Group Education Reform Act DTWG Final Report Statutory Order Technology introduced in Y1, 3 & 7 DFE proposals: The revision of NC Design and Technology NCC Recommendations/ Technology introduced in Y10 DFE Draft Order Statutory Order (mark II) KS 4 requirements reduced; ‘short courses’ introduced KS 1 & KS 2 requirements ‘relaxed’ QCA Consultation Report Statutory Order (mark III) D&T ‘entitlement’ only at KS4 New KS3 Secondary Curriculum (mark IV) Review of National Curriculum launched ‘weak epistemological roots’ New curriculum proposed & rejected by the D&T community 2nd new curriculum published & approved First teaching of new curriculum
  7. 7. Industry’s view of D&T Design and technology is important. The act of creatively using your hands, together with your brain, is a vital part of education and is immensely challenging. It is a socially inclusive and cohesive activity which benefits all pupils whatever their abilities, including the most academic and those who want to concentrate on work-related learning. Design and technology is rooted in the practices of industry, manufacturing and business. What better background for a young innovator or entrepreneur? James Dyson, 17th December 1999
  8. 8. What is Design and Technology for? • What is it that pupils can learn from design and technological activities which can be learnt in no other way? • If pupils did not experience Design and Technology as part of their curriculum, in what way would their education be incomplete? • Which is most important: the ‘vocational’ dimension of Design and Technology (e.g. in relation to future employment) or its general dimension?
  9. 9. National Curriculum 2008 Design and Technology (KS3) In design and technology pupils combine practical and technological skills with creative thinking to design and make products and systems that meet human needs. They learn to use current technologies and consider the impact of future technological developments. They learn to think creatively and intervene to improve the quality of life, solving problems as individuals and members of a team. Working in stimulating contexts that provide a range of opportunities and draw on the local ethos, community and wider world, pupils identify needs and opportunities. They respond with ideas, products and systems, challenging expectations where appropriate. They combine practical and intellectual skills with an understanding of aesthetic, technical, cultural, health, social, emotional, economic, industrial and environmental issues. As they do so, they evaluate present and past design and technology, and its uses and effects. Through design and technology pupils develop confidence in using practical skills and become discriminating users of products. They apply their creative thinking and learn to innovate.
  10. 10. National Curriculum 2013 Design and Technology (KS3) Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
  11. 11. Aims (2013) The national curriculum for design and technology aims to ensure that all pupils: •develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world •build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users •critique, evaluate and test their ideas and products and the work of others •understand and apply the principles of nutrition and learn how to cook.
  12. 12. Subject content: Key stage 3 (2013) Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of domestic and local contexts [for example, the home, health, leisure and culture], and industrial contexts [for example, engineering, manufacturing, construction, food, energy, agriculture (including horticulture) and fashion].