2. At NTU we support the D&TA manifesto by ….
• delivering a D&T education that is fit for the 21st century
• having an integrated approach to designing and making
• educating trainee teachers who:
• can teach all materials to key stage 3 with a minimum of one
specialism to key stage 5
• are confident in using and teaching new technologies
• are innovative and creative when designing and teaching
3. Aims of the programme
• To enable you to become an exciting and effective
secondary school teacher by providing you with
appropriate professional skills, knowledge and values
• To provide you with the knowledge and skills of Design
and Technology to enable you to apply the subject
innovatively, dynamically and responsibly
• To have a critical understanding of Design and
Technology, its place in the secondary school
curriculum and a wider social context.
4. Four modules and a common core
Year 1 & 2
Design & Technology
in Education and
Society
Mainly
Designing
Mainly
Making
Designing
& Making
E-portfolio
5. Design & Technology in Education and
Society
Mainly Designing
Mainly Making
Designing and Making
6. Design and Technology in Education
and Society (DTES)
• Content:
– Nature of education
– Value of D&T in the curriculum
– Thinking skills
– Creativity
– ethical, cultural, economic and
environmental factors in society
• Assessment:
– Presentation
– Coursework
– Reflections: e-portfolio
7. Initial Ideas - Aimee
Activity Book
‘Touchy feely’ book for
younger kids
‘Taggies’ books – in
E.L.C
“interactive blanket”
Activity trail book
slightly older kids
Puzzle trail to follow
around NC (using
pictures & textures)
Design & Technology in education and
society
Mainly Designing
Mainly Making
Designing and Making
8. Mainly Designing (MD)
• Content:
– Design methodology
– Design in D&T curriculum
– Communication for designing
• Assessment:
– Coursework
– E-portfolio: evidencing development of
knowledge, understanding and skills
using Minimum Competencies
10. Mainly Making (MM)
• Content:
– Skills in materials (including: materials,
electronics and food)
– Selection and application of skills
• Structure:
– Year 1: all material areas (to teach KS3)
– Year 2: one material area (to teach
KS4&5) and personal development in
other areas through D&M
• Assessment:
– Coursework: integrated products
– E-portfolio: evidencing development of
knowledge, understanding and skills
using Minimum Competencies
11. Final Design – Coca Cola Cupcakes
Cupcake no.1
Functions of ingredients
Decorate with
popping candy
– fun &
surprising
Use chocolate
instead of
cocoa –
richer / more
chocolatey
flavour
Design & Technology in Education and
Society
Mainly Designing
Mainly Making
Designing and Making
12. Designing and Making (D&M)
• Content:
– Integrate the skills and knowledge
developed across other the three
modules: Mainly Designing, Mainly
Making and Design and Technology
in Education and Society
– Work with a range of design briefs
• Assessment:
– Projects: five integrated projects, two
group and three individual
– E-portfolio: evidencing development
of skills in year 1 and a utilisation of
new skills learnt in year 2
14. E-portfolio
• To be used by the students to
‘document and reflect upon the
ways…(they have) met the learning
outcomes’ (Stefani et al, 2008)
• Year 1: document skills learnt
• Year 2: reflect on how skills have
been used to design and make
• Student-led:
– Document knowledge & skills using
Minimum Competencies as a starting
framework
– Reflecting on progress
– Identifying their own learning needs
15. Year 3
• Runs alongside PGCE year
• Modules:
– Subject Application Studies: pedagogy,
subject knowledge
– School experience
– Education and Professional Studies
