Design and Technology

1. Design and Technology Course Outline Design and Technology PGCE

2. Overview Five Sessions: • What is Design and Technology? • Mechanisms and Structures • Electronic Control • Textiles • Food Technology Design and Technology PGCE

3. Common Threads • Safety Issues • Vocabulary • Cross-curricular links • IT links • Resources • Classroom Organisation Design and Technology PGCE

4. Historical Perspective • First National Curriculum document • Contributing subject areas Design and Technology PGCE

5. 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) Design and Technology PGCE

6. 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 involve • Open-ended tasks • Problem Solving • Decision making Design and Technology PGCE

7. Stages involved • Identifying 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 Design and Technology PGCE

8. The Design Process • The Williams and Jinks design line • The DES design loop • The APU model Design and Technology PGCE

9. Design and Technology PGCE

10. Task 1 Make a photograph frame suitable for display in the classroom Design and Technology PGCE

11. Early Years Creative 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) Design and Technology PGCE

12. Areas of Learning Knowledge and understanding of the world: Exploration Observation Problem solving Critical thinking Decision making Discussion Creative Development: Exploring materials Foundation Stage Curriculum Design and Technology PGCE

13. National Curriculum Programmes of Study Knowledge, skills and understanding Details what should be taught to pupils at their appropriate Key Stages. Breadth of study The range of activities through which the knowledge, skills and understanding can be taught. Attainment Targets The expected standard of pupils performance at the end of each key stage. Design and Technology Foundation Course

14. Knowledge, skills and understanding Design 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 Design and Technology PGCE

15. Breadth of study Knowledge, skills and understanding through: • Investigation, disassembly and evaluation of a range of familiar products (IDEAs) • Focused practical tasks (FPTs) • Design and make assignments (DMAs) Design and Technology PGCE

16. 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) Design and Technology PGCE

17. 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 Design and Technology PGCE

18. Focused Practical Tasks Develop a range of : • Techniques • Skills • Processes • Knowledge Design and Technology PGCE

19. 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. Design and Technology PGCE

20. Task 2 Develop some IDEAs, FPTs and DMAs related to the practical activity you have just worked on Design and Technology PGCE

21. Design and Technology Design and Technology PGCE

22. Procedural Skills • Investigating • Identifying/Clarifying • Specifying • Researching • Generating Ideas • Modelling • Planning/Organising • Making • Evaluating Design and Technology PGCE

23. Areas of Knowledge and understanding • Materials and components • Structures and forces • Control using mechanisms • Control using electricity • Use of information technology www.howstuffworks.com/ Design and Technology PGCE

24. 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 Design and Technology PGCE

25. Drawing as a modelling tool The National Curriculum includes drawing in the Programme of Study Developing, planning and communicating ideas • Pupils should be taught to communicate their ideas using a variety of methods, including drawing and making models In the area of Design and Technology it is important that the purpose of drawing is identified. If it is to be used as a tool then it may be changed frequently or adapted and the emphasis should not be on neatness and presentation. ‘ Design and Technology PGCE

26. Communicating through drawing Different purposes for children’s drawing in Design and Technology may include: • Detailed recording of existing designed products • A recording of what the child has created • A picture of what the child wants to make • A sequence of events involved in the activity • The design on the end product • The materials and tools required • A method of modelling ideas to prepare to make something Design and Technology PGCE

27. Types of drawing • Sketches • Doodles • Paintings • Cartoon strips • Cross sectional drawings • Scale drawings • Labelled diagrams • Computer aided drawings Design and Technology PGCE

28. Classroom organisation and management • Classroom layout • Use of specialist rooms • Grouping children • Availability of resources • Storage and display of products Design and Technology PGCE

29. Resources • Books • Library Resources • National Curriculum • QCA documentation • Journals • Websites DATA Design and Technology PGCE

30. Bibliography • Bruce,T (1997) Early Childhood Education • Davies,D and Howe,A (2003) Teaching Science and Design and Technology in the Early Years (chapter 2) • Harlen,W (2000) The Teaching of Science in Primary Schools • Hope,G (2006) Teaching Design and Technology at Key Stages 1 and 2 (Achieving QTS) • Johnsey,R (1998) Exploring Primary Design and Technology Design and Technology PGCE