design and technology - naaidtarchive.naaidt.org.uk/news/docs/conf2008/docs/curricengland.pdfdesign...
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Design and TechnologyThe Current English Perspective
Jonathan Gershon
NAAIDT Annual Conference 2008‘Pushing the Boundaries’
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Where are we now Early Years Foundation Stage ( 0 to 5 )
Primary Reviews
Key Stage 4 GCSE reviews
14 – 19 Diplomas staring in some gateway areas from September 2008
New Key Stage 3 phased in from 2008 for year 7
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Educational Context
Remodelling the Curriculum Coherent whole curriculum design underpinned by Aims Innovative and Relevant, Flexible and Localised, Cross curricular and integrated
Transforming Learning Personalised and Tailored to individual pupil needs Includes skills – functional / lifelong
Remodelled schools through BSF, Diplomas
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Coherence… for the learner
Subjects
Skills and dimensions
Personal Development
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The Aims
The curriculum aims to enable all young people to become:
successful learners who enjoy learning, make progress and achieve
confident individuals who are able to live safe, healthy and fulfilling lives
responsible citizens who make a positive contribution to society
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An increased focus on Skills
Independent enquirers Creative thinkers Reflective learners Team workers Self-managers Effective participators
Functional skills: English, Maths and ICT In POS Embedded in GCSE and Diploma Stand-alone qualifications New targets – 5 A* - C inc English & Maths
A new framework for Personal, learning and thinking skills
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The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes
Three key questions
3How well
are we achieving our aims?
Assessmentfit for purpose
Whole curriculum dimensions
Learning approaches
Components
Accountability measures
Every Child Matters outcomes
Focus for learning
Curriculum aims
Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing
Attitudes and attributeseg determined, adaptable, confident,
risk-taking, enterprising
Knowledge and understandingeg big ideas that shape the world
Skills eg literacy, numeracy, ICT, personal,
learning and thinking skills
Successful learnerswho enjoy learning, make progress and achieve
Responsible citizens who make a positive contribution to society
Confident individualswho are able to lead safe, healthy and fulfilling lives
The curriculum aims to enable all young people to become
To make learning and teaching more effective so that learners understand quality and how to improve
Embraces peer- and
self-assessment
Uses tests and tasks
appropriately
Links to national standards which are consistently
interpreted
Helps identify clear targets for
improvement
Gives helpful feedback for the learner and other
stakeholders
Maximises pupils’
progress
Promotes a broad and engaging curriculum
Draws on a wide range of
evidence of pupils’ learning
Is integral to effective
teaching and learning
Informs future planning and
teaching
Statutory expectations
PSHEPW EW+FC
PEMuMFL RE SCMaICTHiGeEnD & TCiA & D
Physical development
Personal, social and emotional development
Mathematical development
Knowledge and understanding of the world
Communication, language and literacy
Creative development
1What
are we trying to achieve?
2How do we
organise learning?
Attainment and improved standards
Behaviour and attendance
Further involvement in education, employment or training
Civic participation
Healthy lifestyle choices
To secure
Including all learners with opportunities
for learner choice and personalisation
Using a range of audience and
purpose
Matching time to learning need eg deep, immersive and regular
frequent learning
In tune with human
development
A range of approaches eg enquiry, active
learning, practical and constructive
Building on learning beyond the school including community and business links
Opportunities for spiritual, moral, social,
cultural, emotional, intellectual and
physical development
Overarching themes that have a significance for individuals and society, and provide relevant learning contexts:Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development –
Technology and the media – Creativity and critical thinking.
Lessons Out of schoolExtended hoursRoutinesEventsLocations Environment
A big picture of the curriculumWorking draft July 2007
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New Key Stage 3 Curriculum
What it is not….. Prescriptive content – not one size fits all
Key Elements Whole school identified Aims and Organisation
including Skills and Qualities Underpinned by
Key Concepts Key Processes
Local elements / focus Ownership and responsibility back to teachers
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Cross-curriculum dimensions include:
identity and cultural diversity healthy lifestyles community participation enterprise global dimension and sustainable
development technology and the media creativity and critical thinking.
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Subject programmes of studyA new look at subjects
ImportanceWhy the subject
matters and how it contributes to the
aims
Less prescribed contentbut an increased focuson subject discipline… the key ideas and skillsthat underpin a subject.
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CfBT and Subject Associations supporting implementation
Regional conferences & support http://www.newsecondarycurriculum.org
Planning Wizard
Resource Library
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Curriculum Planning Wizard
This Wizard is designed to allow subject leaders to think and plan the new secondary curriculum. There are 6 activities in total that help you to answer these questions and are as follows:
What are we trying to achieve? Clarifying your subject’s vision
How can we organise our learning? Skills, attributes and experiences Dear curriculum planner / timetabler Planning cross-curricular opportunities
How well are we achieving our aims? Evaluating your curriculum Timeline your strategy
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http://curriculum.qca.org.uk/subjects/design-and-technology/index.aspx
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Relationship with the D&T Secondary Strategy
Departments that have used the audit to review provision and adopted KS3 Strategy approach well placed to move forward
KS3 Strategy still relevant – framework was built on earlier version of the importance statement
Sub skills of designing – ‘generate, develop, model and communicate ideas’
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Importance statement
In design and technology pupils combine practical and technological skills with creative thinking to design and make products and systems to 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 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.National Curriculum KS3 programme of study, 2007
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Key concepts
Designing and makingAcquire and apply knowledge and skills
Cultural understandingNeeds, beliefs and values in context
CreativityApply principles and processes to innovate
Critical evaluationAnalyse existing and own products
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Generate, develop, model and evaluate ideas in a range of ways using appropriate strategies
Respond creatively to briefs, developing their own proposals and producing specifications for products
Apply knowledge and understanding of a range of materials and technologies to design and make products
Use understanding of others designing to inform their own Plan and organise activities and then shape, form, mix, assemble and finish
materials, components or ingredients Evaluate which hand and machine tools, equipment and CAD/CAM
facilities are most appropriate to use Solve technical problems Reflect critically when evaluating and modifying their ideas and proposals
to improve products throughout their development and manufacture.
Key processes
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In each product area the study of designing…
The study of making in food…
The study of making in resistant materials… (including textiles)
The study of making in systems and control…
This should be through practical activity (learn by doing) though may focus on aspects of the process.
Range and content
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a. analyse productsb. focussed task and design and make
assignmentsc. range of contextsd. individual and team worke. work with designers and makersf. use ICT in a range of waysg. links with other subject areas
Curriculum opportunities
This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes.
The curriculum should include resistant materials, systems & control and at least one of food or textiles product areas.
Good Practices includes ALL areas.
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Significant requirements:
The study of resistant materials and textiles should include:
…broad range of techniques, including handcraft skills, CAD/CAM… making single and multiple products
…structural elements in a variety of materials
… use materials, smart materials, technology and aesthetic qualities
… products of worth
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The study of making in systems and control should include:
Electrical, electronic, mechanical, microprocessor and computer control systems and how to use them effectively
Using Systems & Control to assemble subsystems into more complex systems
Feedback and how a variety of inputs can give rise to a variety of outputs.
Significant requirements
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Builds on KS3 D&T Strategy – not everyone has to teach everything – teach to objectives.
Designing and making
Creativity
Critical evaluation
Potential threat to breadth: Textiles
Curriculum planning is lead by key concepts, key processes
Providing a new ‘diet’ of experience
Summary implications
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Overview
Opportunity (D&T at the centre of the curriculum)
Able to contribute to and lead a cross curricular integrated curriculum
Strong thinking skills / problem solving process at heart Reflective practitioners to work in teams Motivating as real / concrete outcome and makes real other
subjects / themes Threats
D&T specialist facilities especially if not included in BSF or PFI new build
Written out if indifferent/weak or no D&T teachers
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What next? To explore different models of organisation and
delivery to outline strengths and issues, e.g. PBL (project based learning), Enquiry Learning,
themed focus, Stage not Age, Plaza delivery.
How Design and Technology can be delivered both by specialist teachers / technicians/TAs in specialist rooms and as a part of generic teams.
Support planning for year 7 from September 2008
Consider how Design & Technology can fit in with whole school curriculum maps
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1
Design and TechnologyThe Current English Perspective
Jonathan Gershon
NAAIDT Annual Conference 2008‘Pushing the Boundaries’
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2
Where are we now Early Years Foundation Stage ( 0 to 5 )
Primary Reviews
Key Stage 4 GCSE reviews
14 – 19 Diplomas staring in some gateway areas from September 2008
New Key Stage 3 phased in from 2008 for year 7
![Page 28: Design and Technology - NAAIDTarchive.naaidt.org.uk/news/docs/conf2008/docs/CurricEngland.pdfDesign and Technology The Current English Perspective Jonathan Gershon ... Relationship](https://reader030.vdocuments.net/reader030/viewer/2022040410/5ecc0aa86db2c7050c19a8ff/html5/thumbnails/28.jpg)
3
Educational Context
Remodelling the Curriculum Coherent whole curriculum design underpinned by Aims Innovative and Relevant, Flexible and Localised, Cross curricular and integrated
Transforming Learning Personalised and Tailored to individual pupil needs Includes skills – functional / lifelong
Remodelled schools through BSF, Diplomas
![Page 29: Design and Technology - NAAIDTarchive.naaidt.org.uk/news/docs/conf2008/docs/CurricEngland.pdfDesign and Technology The Current English Perspective Jonathan Gershon ... Relationship](https://reader030.vdocuments.net/reader030/viewer/2022040410/5ecc0aa86db2c7050c19a8ff/html5/thumbnails/29.jpg)
4
Coherence… for the learner
Subjects
Skills and dimensions
Personal Development
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5
The Aims
The curriculum aims to enable all young people to become:
successful learners who enjoy learning, make progress and achieve
confident individuals who are able to live safe, healthy and fulfilling lives
responsible citizens who make a positive contribution to society
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6
An increased focus on Skills
Independent enquirers Creative thinkers Reflective learners Team workers Self-managers Effective participators
Functional skills: English, Maths and ICT In POS Embedded in GCSE and Diploma Stand-alone qualifications New targets – 5 A* - C inc English & Maths
A new framework for Personal, learning and thinking skills
![Page 32: Design and Technology - NAAIDTarchive.naaidt.org.uk/news/docs/conf2008/docs/CurricEngland.pdfDesign and Technology The Current English Perspective Jonathan Gershon ... Relationship](https://reader030.vdocuments.net/reader030/viewer/2022040410/5ecc0aa86db2c7050c19a8ff/html5/thumbnails/32.jpg)
7
The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes
Three key questions
3How well
are we achieving our aims?
Assessmentfit for purpose
Whole curriculum dimensions
Learning approaches
Components
Accountability measures
Every Child Matters outcomes
Focus for learning
Curriculum aims
Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing
Attitudes and attributeseg determined, adaptable, confident,
risk-taking, enterprising
Knowledge and understandingeg big ideas that shape the world
Skills eg literacy, numeracy, ICT, personal,
learning and thinking skills
Successful learnerswho enjoy learning, make progress and achieve
Responsible citizens who make a positive contribution to society
Confident individualswho are able to lead safe, healthy and fulfilling lives
The curriculum aims to enable all young people to become
To make learning and teaching more effective so that learners understand quality and how to improve
Embraces peer- and
self-assessment
Uses tests and tasks
appropriately
Links to national standards which are consistently
interpreted
Helps identify clear targets for improvement
Gives helpful feedback for the learner and other
stakeholders
Maximises pupils’
progress
Promotes a broad and engaging curriculum
Draws on a wide range of
evidence of pupils’ learning
Is integral to effective
teaching and learning
Informs future planning and
teaching
Statutory expectations
PSHEPW EW+FC
PEMuMFL RE SCMaICTHiGeEnD & TCiA & D
Physical development
Personal, social and emotional development
Mathematical development
Knowledge and understanding of the world
Communication, language and literacy
Creative development
1What
are we trying to achieve?
2How do we
organise learning?
Attainment and improved standards
Behaviour and attendance
Further involvement in education, employment or training
Civic participation
Healthy lifestyle choices
To secure
Including all learnerswith opportunities
for learner choice and personalisation
Using a range of audience and
purpose
Matching time to learning need eg deep, immersive and regular
frequent learning
In tune with human
development
A range of approaches eg enquiry, active
learning, practical and constructive
Building on learning beyond the school including community and business links
Opportunities for spiritual, moral, social,
cultural, emotional, intellectual and
physical development
Overarching themes that have a significance for individuals and society, and provide relevant learning contexts:Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development –
Technology and the media – Creativity and critical thinking.
Lessons Out of schoolExtended hoursRoutinesEventsLocations Environment
A big picture of the curriculumWorking draft July 2007
![Page 33: Design and Technology - NAAIDTarchive.naaidt.org.uk/news/docs/conf2008/docs/CurricEngland.pdfDesign and Technology The Current English Perspective Jonathan Gershon ... Relationship](https://reader030.vdocuments.net/reader030/viewer/2022040410/5ecc0aa86db2c7050c19a8ff/html5/thumbnails/33.jpg)
8
New Key Stage 3 Curriculum
What it is not….. Prescriptive content – not one size fits all
Key Elements Whole school identified Aims and Organisation
including Skills and Qualities Underpinned by
Key Concepts Key Processes
Local elements / focus Ownership and responsibility back to teachers
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9
Cross-curriculum dimensions include:
identity and cultural diversity healthy lifestyles community participation enterprise global dimension and sustainable
development technology and the media creativity and critical thinking.
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10
Subject programmes of studyA new look at subjects
ImportanceWhy the subject
matters and how it contributes to the
aims
Less prescribed contentbut an increased focuson subject discipline… the key ideas and skillsthat underpin a subject.
![Page 36: Design and Technology - NAAIDTarchive.naaidt.org.uk/news/docs/conf2008/docs/CurricEngland.pdfDesign and Technology The Current English Perspective Jonathan Gershon ... Relationship](https://reader030.vdocuments.net/reader030/viewer/2022040410/5ecc0aa86db2c7050c19a8ff/html5/thumbnails/36.jpg)
11
CfBT and Subject Associations supporting implementation
Regional conferences & support http://www.newsecondarycurriculum.org
Planning Wizard
Resource Library
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12
Curriculum Planning Wizard
This Wizard is designed to allow subject leaders to think and plan the new secondary curriculum. There are 6 activities in total that help you to answer these questions and are as follows:
What are we trying to achieve? Clarifying your subject’s vision
How can we organise our learning? Skills, attributes and experiences Dear curriculum planner / timetabler Planning cross-curricular opportunities
How well are we achieving our aims? Evaluating your curriculum Timeline your strategy
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13
http://curriculum.qca.org.uk/subjects/design-and-technology/index.aspx
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14
Relationship with the D&T Secondary Strategy
Departments that have used the audit to review provision and adopted KS3 Strategy approach well placed to move forward
KS3 Strategy still relevant – framework was built on earlier version of the importance statement
Sub skills of designing – ‘generate, develop, model and communicate ideas’
![Page 40: Design and Technology - NAAIDTarchive.naaidt.org.uk/news/docs/conf2008/docs/CurricEngland.pdfDesign and Technology The Current English Perspective Jonathan Gershon ... Relationship](https://reader030.vdocuments.net/reader030/viewer/2022040410/5ecc0aa86db2c7050c19a8ff/html5/thumbnails/40.jpg)
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Importance statement
In design and technology pupils combine practical and technological skills with creative thinking to design and make products and systems to 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 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.National Curriculum KS3 programme of study, 2007
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Key concepts
Designing and makingAcquire and apply knowledge and skills
Cultural understandingNeeds, beliefs and values in context
CreativityApply principles and processes to innovate
Critical evaluationAnalyse existing and own products
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Generate, develop, model and evaluate ideas in a range of ways using appropriate strategies
Respond creatively to briefs, developing their own proposals and producing specifications for products
Apply knowledge and understanding of a range of materials and technologies to design and make products
Use understanding of others designing to inform their own Plan and organise activities and then shape, form, mix, assemble and finish
materials, components or ingredients Evaluate which hand and machine tools, equipment and CAD/CAM
facilities are most appropriate to use Solve technical problems Reflect critically when evaluating and modifying their ideas and proposals
to improve products throughout their development and manufacture.
Key processes
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In each product area the study of designing…
The study of making in food…
The study of making in resistant materials… (including textiles)
The study of making in systems and control…
This should be through practical activity (learn by doing) though may focus on aspects of the process.
Range and content
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a. analyse productsb. focussed task and design and make
assignmentsc. range of contextsd. individual and team worke. work with designers and makersf. use ICT in a range of waysg. links with other subject areas
Curriculum opportunities
This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes.
The curriculum should include resistant materials, systems & control and at least one of food or textiles product areas.
Good Practices includes ALL areas.
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Significant requirements:
The study of resistant materials and textiles should include:
…broad range of techniques, including handcraft skills, CAD/CAM… making single and multiple products
…structural elements in a variety of materials
… use materials, smart materials, technology and aesthetic qualities
… products of worth
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The study of making in systems and control should include:
Electrical, electronic, mechanical, microprocessor and computer control systems and how to use them effectively
Using Systems & Control to assemble subsystems into more complex systems
Feedback and how a variety of inputs can give rise to a variety of outputs.
Significant requirements
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Builds on KS3 D&T Strategy – not everyone has to teach everything – teach to objectives.
Designing and making
Creativity
Critical evaluation
Potential threat to breadth: Textiles
Curriculum planning is lead by key concepts, key processes
Providing a new ‘diet’ of experience
Summary implications
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Overview
Opportunity (D&T at the centre of the curriculum)
Able to contribute to and lead a cross curricular integrated curriculum
Strong thinking skills / problem solving process at heart Reflective practitioners to work in teams Motivating as real / concrete outcome and makes real other
subjects / themes Threats
D&T specialist facilities especially if not included in BSF or PFI new build
Written out if indifferent/weak or no D&T teachers
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What next? To explore different models of organisation and
delivery to outline strengths and issues, e.g. PBL (project based learning), Enquiry Learning,
themed focus, Stage not Age, Plaza delivery.
How Design and Technology can be delivered both by specialist teachers / technicians/TAs in specialist rooms and as a part of generic teams.
Support planning for year 7 from September 2008
Consider how Design & Technology can fit in with whole school curriculum maps
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