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Design and Technology

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

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Design and Technology

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  1. Design and Technology Course Outline Design and Technology Foundation Course

  2. Overview Three introductory sessions • What is Design and Technology? • Two dimensional movement • Textiles One day workshop • Three dimensional movement and control techniques Design and Technology Foundation Course

  3. Common Themes • Safety Issues • Vocabulary • Cross-curricular links • IT links • Resources • Classroom Organisation Design and Technology Foundation Course

  4. Directed Time • Learning Network links • Keep a record of work and activities carried out in the sessions and reflect on your experiences Design and Technology Foundation Course

  5. Art and Design Work with wood and metal D & T Science Food and textile work Historical Perspective • First National Curriculum document • Contributing subject areas Design and Technology Foundation Course

  6. 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

  7. 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 Foundation Course

  8. 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. Design and Technology Foundation Course

  9. 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 Foundation Course

  10. Problem/ Need Evaluate First ideas Making Chosen idea Research The Design Process • The Williams and Jinks design line • The DES design loop • The APU model Design and Technology Foundation Course

  11. Design and Technology Foundation Course

  12. Task 1 Make a photograph frame suitable for display in the classroom Design and Technology Foundation Course

  13. 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 Foundation Course

  14. 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

  15. 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 Foundation Course

  16. 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 Foundation Course

  17. 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 Foundation Course

  18. 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 Foundation Course

  19. Focused Practical Tasks Develop a range of : • Techniques • Skills • Processes • Knowledge Design and Technology Foundation Course

  20. 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 Foundation Course

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

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

  23. 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 Foundation Course

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

  25. Resources • Books • Library Resources • National Curriculum • QCA schemes of work (archived) • Journals • D&T Association website • County Resource sites • TV programmes Design and Technology Foundation Course

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