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.
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)
Design decisions in design & technology Conceptual What it doesMarketingWho it’s for Technical How it worksConstructionalHow it fits together Aesthetic What it looks like
Designing andDesigning makingwithoutmaking Exploring Making technology and without society designing
Developing the ability to make design decisions
Making without designingWould Year 7 like to make a scooterthey could ride out of the workshop?
Designing without making TechnologySociety People Markets
Designing without makingWhich is more sustainable a towel or anelectric powered hair dryer?Design a cradle to cradle hair dryer
Designing and making Design decisionsOutcomes … ConceptualAffordableManageable TechnicalHigh learning value MarketingIntriguingDesirableNon-trivial Constructional AestheticExploit phenomena Have utility Embrace Involve life cycle modern considerations technology
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?
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
Scheme of Work (suggested format)Title SubjectSpecification Units Teacher Time allocationAssessment/methods of evaluationGeneral resources usedPrevious pupil experienceAims
National Curriculum programmes of study or exam specification to be addressedTeaching strategiesDifferentiation and extensionCross curricular links e.g. literacy, numeracy, key skills etc.
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
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