Design and Technology

Session 1Design and Technology Foundation Course

Design and Technology

Course Outline


Overview Three introductory sessions

• What is Design and Technology?• Two dimensional movement• Textiles

One day workshop• Three dimensional movement

and control techniques


Common Themes

• Safety Issues• Vocabulary• Cross-curricular links• IT links• Resources• Classroom Organisation


Directed Time

• Learning Network links

• Keep a record of work and activities carried out in the sessions and reflect on your experiences


Historical Perspective

• First National Curriculum document

• Contributing subject areas

Work with wood and metal

Food and textile work

Science

Art and Design

D & T

Session 1

The Design and Technology Manifesto

http://www.data.org.uk/generaldocs/Manifesto/data_manifesto.pdf

• Design and Technology education is unique because students:

• look to the future and are creative and innovative

• design and make products and services, using a variety of materials, that work well and look good

• make design decisions that matter to the users of the products and services and to the wider world

• draw on a wide range of knowledge to solve problems in relevant, real life contexts

• develop an enterprising attitude and take risks

• see opportunities and make things happen.

Design and Technology Foundation Course


The Importance of Design and Technology?

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.

(DfEE/QCA, 1999)


The Nature of Design and Technology

Design and Technology is about making things that people want that work well. Creating these things is hugely exciting: it is an inventive, fun activity.James Dyson, Chairman, Dyson Ltd

Design and Technology activities often have a degree of unpredictability, they tend to be open-ended and involve the children in decision making and problem solving.


Stages involvedIdentifying needs or problems encountered in life

Responding to these by developing a range of ideas and possible solutions

Making products and systems using practical skills

Evaluating their own designs using their knowledge of wider technological innovations


The Design Process

• The Williams and Jinks design line

• The DES design loop

• The APU model

Problem/Need

Making

Evaluate

First ideas

Research

Chosen idea



Task 1

Make a photograph frame suitable for display

in the classroom


Early YearsCreative play in a stimulating environment

• Experience with materials to investigate properties and make choices

• Low risk therefore useful for problem solving

• Learning through the senses using first hand experience

• Building on previous experience to learn new ideas

‘Children do not make a distinction between ‘play’ and ‘work’ and neither should practitioners’. (QCA,2000)


National Curriculum Programmes of Study

Knowledge, skills and understanding Details what should be taught to pupils at their appropriate Key

Stages.

Breadth of studyThe range of activities through which the knowledge, skills and

understanding can be taught.

Attainment TargetsThe expected standard of pupils performance at the end of each key stage.


Knowledge, skills and understandingDesign and Technology in the National Curriculum:

• Developing, planning and communicating ideas

• Working with tools, equipment, materials and components to make quality products

• Evaluating processes and products

• Knowledge and understanding of materials and components


Breadth of studyKnowledge, skills and understanding through:

• Investigation, disassembly and evaluation of a range of familiar products (IDEAs)

• Focused practical tasks (FPTs)

• Design and make assignments (DMAs)


Investigating and Evaluating

Investigating and evaluating helps to

develop an awareness of the designed world with technical, economic, aesthetic, environmental, moral criteria considered (DfEE, 1996)


Investigative, disassembly and evaluative activities

• These are often used as a starting point

• A study of products and their applications

• The quality of designed products

• Value judgements i.e. do you like it?

• The safety of designed products

• The fitness for purpose


Focused Practical TasksDevelop a range of :

• Techniques • Skills

• Processes

• Knowledge


Design and Make Assignments A ‘holistic’ process

Design and Make assignments are central to the children’s development in the curriculum area. The focused practical tasks and the investigative, disassembly and evaluative activities are generally seen to have a supporting and enriching role to the design and make activities.


Task 2

Develop some IDEAs, FPTs and DMAs related to the practical activity you

have just worked on


Areas of Knowledge and understanding

• Materials and components• Control using mechanisms• Control using electricity• Structures and forces• Use of information technology

www.howstuffworks.com/


Practical capability• Basic construction • Making hinges, pivots and fulcrums • Making wheeled vehicles • Using energy sources• Applying finishing techniques• Using textiles to create 3D forms• Using food ingredients


Classroom organisation and management

• Classroom layout• Use of specialist rooms• Grouping children• Availability of resources• Storage and display of products


Resources• Books• Library Resources• National Curriculum• QCA schemes of work

(archived)• Journals• D&T Association website• County Resource sites• TV programmes

Design and Technology

Documents