2. Ofsted 2011
Secondary 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.
3. 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)
4. Design decisions in design & technology
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
Designing making
without
making
Exploring
Making technology and
without society
designing
10. Designing without making
Which is more sustainable a towel or an
electric powered hair dryer?
Design a cradle to cradle hair dryer
11. Designing and making
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
12. 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?
16. 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’ - for
the homeless
17. Scheme of Work (suggested format)
Title Subject
Specification Units Teacher Time allocation
Assessment/methods of evaluation
General resources used
Previous pupil experience
Aims
18. National Curriculum programmes of study or exam specification to be addressed
Teaching strategies
Differentiation and extension
Cross curricular links e.g. literacy, numeracy, key skills etc.
19. 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
20. Principles of effective peer
review
1. Mutual trust and respect
2. Active use of criteria and standards
3. Constructing commentaries in relation to
peer judgements
4. Both analytic (componential) and holistic
(configurational) judgements about
quality
5. Dialogue around the work
www.reap.ac.uk/PEER.aspx
