What s changed in design technology

2. What’s changed in design & technology?

4. Design and technology in England…

6. Generation X Y Z

7. Generational theory Baby Boomer Generation X the Millennial generation Generation Y how different generations develop different value systems, how younger and older people interact with the world and with others many applications in all areas of life Baby Boomer”, “Generation X”, the “Millennial generation”, “Generation Y” - terms to describe groups of people of different ages. Generational theory attempts to explain how different generations develop different value systems, and the impact that this has on how younger and older people interact with the world around them and with each other. This understanding of different generations and the “gap” between them has many applications in all areas of life, from parents interacting with children, to sales people selling to younger or older clients, to managers who work with teams of people of different ages and to education. Baby Boomer”, “Generation X”, the “Millennial generation”, “Generation Y” - terms to describe groups of people of different ages. Generational theory attempts to explain how different generations develop different value systems, and the impact that this has on how younger and older people interact with the world around them and with each other. This understanding of different generations and the “gap” between them has many applications in all areas of life, from parents interacting with children, to sales people selling to younger or older clients, to managers who work with teams of people of different ages and to education.

8. The main groups

9. baby boomers 1943-1960 Bill Clinton, Steven Spielberg, Spike Lee, Bill Gates, Tony Blair Baby Boomers are the postwar generation, the drugs, sex, and rock n roll set who grew up during a time of grand visions. The idealistic visions of politicians and those fighting for freedom, or of those putting a man on the moon, all served to energise a generation of young people, who were simultaneously being culturally and socially revolutionised. They initiated anti-Vietnam rallies and were the foot soldiers of the IT revolution. The 1960s and 70s were a turbulent time as young adult Boomers went to university and into the workplace, rebelling against the GI and Silent generation dominated institutions they found there. The 1990s saw Boomer politicians become the youngest ever Presidents and Prime Ministers, and bringing sweeping changes to the world stage. They love conspicuous consumption and have created more wealth (and accumulated more debt) than any other generation, ever. They are a workaholic generation, driven, goal oriented. ‘Yuppie’ Generation Boomers are passionately concerned about participation in the workplace, motivated by vision, mission and strategy ‘Me Generation’ - style of leadership which does not consult much with other generations. Bill Clinton, Steven Spielberg, Spike Lee, Bill Gates, Tony Blair Baby Boomers are the postwar generation, the drugs, sex, and rock n roll set who grew up during a time of grand visions. The idealistic visions of politicians and those fighting for freedom, or of those putting a man on the moon, all served to energise a generation of young people, who were simultaneously being culturally and socially revolutionised. They initiated anti-Vietnam rallies and were the foot soldiers of the IT revolution. The 1960s and 70s were a turbulent time as young adult Boomers went to university and into the workplace, rebelling against the GI and Silent generation dominated institutions they found there. The 1990s saw Boomer politicians become the youngest ever Presidents and Prime Ministers, and bringing sweeping changes to the world stage. They love conspicuous consumption and have created more wealth (and accumulated more debt) than any other generation, ever. They are a workaholic generation, driven, goal oriented. ‘Yuppie’ Generation Boomers are passionately concerned about participation in the workplace, motivated by vision, mission and strategy ‘Me Generation’ - style of leadership which does not consult much with other generations. Bill Clinton, Steven Spielberg, Spike Lee, Bill Gates, Tony Blair

10. millennials (gen Y) 1982-2001 Prince William, Jack Osborne, Dale and Rachel (both trainee teachers on BB9) Millennials are defined as the generation growing up after the Cold War and in the new era of globalisation, communication technology and wireless connectivity. They are living in an age of unprecedented diversity and exposure to other cultures. They are growing up quickly, too quickly, some would say. As some of the most protected children in history, this generation is confident almost arrogant, they’re so confident. Eric Chester writes that the Millennials have an ability to filter out every command, every request and every instruction that is not bundled with acceptable rationale they demand reasons and rationale, so the traditional ‘because I said so’ isn’t going to cut it with them. They are growing up in a world that is creaking under the strain of our lifestyles, and they are daily made aware of the fragile environment. So, it is no surprise that they are emerging as ethical consumers who want to change the world. Prince William, Jack Osborne, Dale and Rachel (both trainee teachers on BB9) Millennials are defined as the generation growing up after the Cold War and in the new era of globalisation, communication technology and wireless connectivity. They are living in an age of unprecedented diversity and exposure to other cultures. They are growing up quickly, too quickly, some would say. As some of the most protected children in history, this generation is confident almost arrogant, they’re so confident. Eric Chester writes that the Millennials have an ability to filter out every command, every request and every instruction that is not bundled with acceptable rationale they demand reasons and rationale, so the traditional ‘because I said so’ isn’t going to cut it with them. They are growing up in a world that is creaking under the strain of our lifestyles, and they are daily made aware of the fragile environment. So, it is no surprise that they are emerging as ethical consumers who want to change the world. Prince William, Jack Osborne, Dale and Rachel (both trainee teachers on BB9)

11. Defining and guiding values: Optimism Confidence High self-esteem Media & entertainment overloaded Street smart Diversity Conservative Networkers Civic duty Ethical consumption Achievement Morality Naïve Change Techno-savvy Global citizens, with a multi-everything view Silent Generation valued their reputations. Other core values include dedication, sacrifice, hard work, conformity, law and order, honor, patience, authority, rules Gen X (Andrea) Movies ET huge – No father Reality Bites – post graduate students floating around. No clear paths. Very cynical. Don’ Singles – The generation of non-conformists who conform over not conforming. Little trust in institutions, including marriage. Single parents the norm. Blame their parents for their problems Self-directed Mainly children of successful parents that work a lot Like to be measured on performance. Like a challenging environment. Remember pre-computers. Adapt well to new technologies. Environmentally focused. Ready for environmental change before it happened. In many ways they laid the ground work for the Millennials. Peter Jennings did a survey at abcnews.com and”Millennials” was the clear winner. Some suggest that they vary from Xers in the following ways: Genx are skeptics – Millennials are optimists Genxers think the Millennials are indulged, self-absorbed and naïve, while they are resilient and independent Millennialsw think that Gen xers are cynical and aloof and had nothing to say. Why haven’t you fixed things? Website “I hate Gen X” Genxers think the Boomers were promiscuous druggies.Silent Generation valued their reputations. Other core values include dedication, sacrifice, hard work, conformity, law and order, honor, patience, authority, rules Gen X (Andrea) Movies ET huge – No father Reality Bites – post graduate students floating around. No clear paths. Very cynical. Don’ Singles – The generation of non-conformists who conform over not conforming. Little trust in institutions, including marriage. Single parents the norm. Blame their parents for their problems Self-directed Mainly children of successful parents that work a lot Like to be measured on performance. Like a challenging environment. Remember pre-computers. Adapt well to new technologies. Environmentally focused. Ready for environmental change before it happened. In many ways they laid the ground work for the Millennials. Peter Jennings did a survey at abcnews.com and”Millennials” was the clear winner. Some suggest that they vary from Xers in the following ways: Genx are skeptics – Millennials are optimists Genxers think the Millennials are indulged, self-absorbed and naïve, while they are resilient and independent Millennialsw think that Gen xers are cynical and aloof and had nothing to say. Why haven’t you fixed things? Website “I hate Gen X” Genxers think the Boomers were promiscuous druggies.

12. Events that shaped them Technology Terrorism 9-11 July 7 Celebrity Scandals Iraq War Reality TV Natural Disasters The influence of technology is enormous. Cell phones, IM, constant communication. They have witnessed terrorism in columbine, Virginia Tech, and of course, 9/11. They witnessed the re-emergence of the American hero – policemen, firemen, mayors, teachers, but saw many of their own heroes and heroines crash and burn (Brittney Paris, Nicole). They grew up on Full House, an unconventional family set-up if ever there was one! Other favorite shows were Saved by the Bell and Boy Meets World. Millennials have become accustomed to reality TV shows, which are actually elaborately staged group psychology experiments that challenge their emotional intelligence. Girl on girl PDA’s abound. We are not exactly sure why. They watch any Real World and VH1 in general. Facebook and cell phone cameras have helped to create a generation of “posers.” The influence of technology is enormous. Cell phones, IM, constant communication. They have witnessed terrorism in columbine, Virginia Tech, and of course, 9/11. They witnessed the re-emergence of the American hero – policemen, firemen, mayors, teachers, but saw many of their own heroes and heroines crash and burn (Brittney Paris, Nicole). They grew up on Full House, an unconventional family set-up if ever there was one! Other favorite shows were Saved by the Bell and Boy Meets World. Millennials have become accustomed to reality TV shows, which are actually elaborately staged group psychology experiments that challenge their emotional intelligence. Girl on girl PDA’s abound. We are not exactly sure why. They watch any Real World and VH1 in general. Facebook and cell phone cameras have helped to create a generation of “posers.”

14. some have never … lived without a computer listened to an ‘engaged tone’ looked for a book in a library used a phone box lived in a house without multiple TVs and remote controls remembered a time when we had a PM other than Blair and Brown Some have never lived without the internet They think their phones are broken! Used a phone booth or a phone book. They are the largest, most diverse and most techno-savvy generation in American history. Some have never lived without the internet They think their phones are broken! Used a phone booth or a phone book. They are the largest, most diverse and most techno-savvy generation in American history.

15. bubble-wrapped Kids Gen xers were latchkey kids, kids of divorce, the first generation to have two working parents. They were kind of in the way, something to be “worked around.” Millennials were WANTED. This is the busiest generation…micromanaged by parents and teachers…they started taking daytimers to grammar school. Sylvan Learning Centers are an immediate fix to a child on the brink of failure. Grade inflation. Trophies for everyone in the tournament. Instant gratification became the expectation. Gen xers were latchkey kids, kids of divorce, the first generation to have two working parents. They were kind of in the way, something to be “worked around.” Millennials were WANTED. This is the busiest generation…micromanaged by parents and teachers…they started taking daytimers to grammar school. Sylvan Learning Centers are an immediate fix to a child on the brink of failure. Grade inflation. Trophies for everyone in the tournament. Instant gratification became the expectation.

17. what ofsted says? ‘Education for a technologically advanced nation.’ Ofsted. 070224published on 25 June 2008available fromwww.ofsted.gov.uk

18. what do pupils enjoy about D&T?- practical and active learning- opportunities to work on individual projects- able to develop own ideas- its vocational relevance- products that work realistically- using CAD/CAM to create professional  products

19. what do pupils dislike about D&T- the paperwork- outdated ICT - boring projects- frequent change of teacher- being asked for ideas then given no opportunity to use them

20. what does Ofsted say?

21. Oftsed recommendations

22. Oftsed recommendations

23. QCA on the front foot Positive response from all involved Good press Good will “QCA taking the initiative” Some good news stories about QCAQCA on the front foot Positive response from all involved Good press Good will “QCA taking the initiative” Some good news stories about QCA

25. what’s changing in design & technology?

26. a relevant D&T experience?

27. paint a picture of your department...

28. does it look like this?

31. or this?

33. mr spock……..now!!!

34. STEM

38. mixed diet of opportunities...

39. now… develop a variety of approaches specialist focussed lessons structured open ended tasks cross curricular projects

40. timetable issues explore how best to deliver D&T longer periods of engagement enabling deep learning make demands on the timetable rather than allow it to dictate activity suspended timetable days opportunities to contribute to and work with learning that takes place in other subjects

41. starting points...

45. key concepts

47. Andy LoadmanSecondary ConsultantDoncaster LA Mobile 07747 461424 andrew.loadman@doncaster.gov.uk

48. Year 7 Integrated Learning Programme (ILP) Balby Carr Community Sports College Doncaster Is this a scheme an LA initiative or is it one school ie Balby Carr? Is this a scheme an LA initiative or is it one school ie Balby Carr?

49. Why introduce the ILP? The new Key Stage 3 curriculum promotes the need for links to be made between subjects, sharing key concepts and processes It provides the opportunity for D and T, History, Geography and RS to work in a collaborate and integrated way I would put: Provides the opportunity for D&T, history, geography and RE to work in a collaborative and integrated way.I would put: Provides the opportunity for D&T, history, geography and RE to work in a collaborative and integrated way.

50. Why introduce the ILP? It enables students to develop the skills (PLTS) they need, during their time at Balby Carr School It provides an opportunity for a more innovative and stimulating curriculum and develops enrichment activities First bullet: which skills are we referring to? Implies this is abut study skills? Are these over and above the skills and knowledge associated with each sunject area? Second bullet: what is it that provides the flexibility? Is it the ILP? If so how does it provide flexibility. You are probably going to talk about this I guess.First bullet: which skills are we referring to? Implies this is abut study skills? Are these over and above the skills and knowledge associated with each sunject area? Second bullet: what is it that provides the flexibility? Is it the ILP? If so how does it provide flexibility. You are probably going to talk about this I guess.

51. The Curriculum Structure Each group are entitled to 6 periods of ILP per week This is additional to D and T and Humanities allocations The lessons are in 2 blocks: Tuesday periods 5 & 6 (1 1/2 hours) Friday periods 1 to 4 (3 hours, inc 20 min break) Is this planned for the future or is it happening now ‘will’ or ‘are’ ? Something on timetable detail will be good ie how much time – more important and of interset than what/when the days are.Is this planned for the future or is it happening now ‘will’ or ‘are’ ? Something on timetable detail will be good ie how much time – more important and of interset than what/when the days are.

52. Planning with ILP sheets Teachers from D and T and the Humanities subjects came together to look at which Key Concepts and Key Process they wanted to cover They used the subject specific A3 sheets to help them share these Concepts and Processes There are also a great many opportunities to deliver Literacy and Numeracy throughout the unit Could show examples of the sheets I sent to you AndyCould show examples of the sheets I sent to you Andy

53. Importance Statement 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

54. Key Concepts 1.1 Designing and making a Understanding that designing and making has aesthetic, environmental, technical, economic, ethical and social dimensions and impacts on the world.   1.2 Cultural understanding a Understanding how products evolve according to users’ and designers’ needs, beliefs, ethics and values and how they are influenced by local customs and traditions and available materials.  

55. Key Processes Pupils should be able to:   c apply their knowledge and understanding of a range of materials, ingredients and technologies to design and make their products   d use their understanding of others’ designing to inform their own   e plan and organise activities and then shape, form, mix, assemble and finish materials components or ingredients  

56. Pupils work through booklets. They pick out which country and religion they are going to research into ....country and region they are going to investigate? Does the booklet/ resources contain information from each subject area including D&T?....country and region they are going to investigate? Does the booklet/ resources contain information from each subject area including D&T?

57. They identify symbols and images associated with their chosen religion to the create vacuum forming moulds. Moulds are then used to create chocolates

59. Designing the packaging for the chocolates and working in pairs is an enjoyable experience The project helps to strengthen cross curricular links and make pupils more aware of the community in which they live I think we need to be clear and draw out in the presentation what the project does in terms of developing D&T capability in terms of the new curriculum and the benefits of working this in a cross curricular way.I think we need to be clear and draw out in the presentation what the project does in terms of developing D&T capability in terms of the new curriculum and the benefits of working this in a cross curricular way.

60. Designing the packaging for the chocolates and working in pairs is an enjoyable experience The project helps to strengthen cross curricular links and make pupils more aware of the community in which they live I think we need to be clear and draw out in the presentation what the project does in terms of developing D&T capability in terms of the new curriculum and the benefits of working this in a cross curricular way.I think we need to be clear and draw out in the presentation what the project does in terms of developing D&T capability in terms of the new curriculum and the benefits of working this in a cross curricular way.

62. What do the pupils think? ‘Its fun stuff, you don’t seem to be learning but you are and its awesome working with your friends’ ‘These lessons are better than my normal humanities lessons as it’s more hands on and practical’

63. Case study...

64. Case studies from Cornwall… www.data.org.uk secondary curriculum 2008 case studies

65. out of school working visit to The Eden Project development of creative ideas stimulated by bio-mimicry clear D&T learning objectives

66. The project mapped onto QCA’s big picture sheet.The project mapped onto QCA’s big picture sheet.

67. KEY LEARNING AND ASSESSMENT OBJECTIVES FOR THIS PROJECT (what we were trying to achieve) The development of a reservoir of loosely relevant first hand source material from which pupils could extract and develop innovative ideas Move away from stereo typical linear folder based designing by using a range of alternative methods/techniques The development of attitudes associated with a willingness to : take risks and explore, the excitement of designing, sensitivity to visual elements and principles Co-operative working with a real sharing of ideas

68. The key learning objectives for the project including the three ‘ process strands’The key learning objectives for the project including the three ‘ process strands’

69. The teacher developed process / assessment objectives specific for this project based on the National Curriculum level descriptors.The teacher developed process / assessment objectives specific for this project based on the National Curriculum level descriptors.

70. The project could equally have been run at a garden centre, botanical garden or park.The project could equally have been run at a garden centre, botanical garden or park.

71. Pupils researching the need for bags within the Eden project.Pupils researching the need for bags within the Eden project.

73. The pupils interviewed specific bag owners about the features on the bags.The pupils interviewed specific bag owners about the features on the bags.

74. Refining and clarifying the need.Refining and clarifying the need.

76. Photography and drawing used to collect a reservoir of stimulus material.Photography and drawing used to collect a reservoir of stimulus material.

82. Identifying images which then are printed at a larger size. Identifying images which then are printed at a larger size.

83. The larger prints used to trigger a variety if ideas.The larger prints used to trigger a variety if ideas.

84. Time to start developing ideas.Time to start developing ideas.

85. Exploring the range of materials that will enable students to develop their ideas through modeling rather than drawing.Exploring the range of materials that will enable students to develop their ideas through modeling rather than drawing.

88. Students were encouraged to explore a range of textiles, reused, recycled and new.Students were encouraged to explore a range of textiles, reused, recycled and new.

91. The prototypes would be developed into finished products back in school.The prototypes would be developed into finished products back in school.

92. The inspiration for the project. The inspiration for the project.

93. Moving forward: what departments need to do

94. Support sites

95. The Design and Technology Association Contact: The Design and Technology Association 16 Wellesbourne House Walton Road Wellesbourne CV35 9JB T: +44 (0)1789 470007 E: data@data.org.uk W: www.data.org.uk