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Design and Technology KS1-3 - implications of the new programmes of study Richard Green

Design and Technology KS1-3 - implications of the new programmes of study Richard Green Chief Executive, The Design and Technology Association. “These Programmes of Study are more challenging than they were. In order for this country to compete in a global economy we need to raise our game.”

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Design and Technology KS1-3 - implications of the new programmes of study Richard Green

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  1. Design and Technology KS1-3 - implications of the new programmes of study Richard Green Chief Executive, The Design and Technology Association

  2. “These Programmes of Study are more challenging than they were. In order for this country to compete in a global economy we need to raise our game.” DfE video introducing the National Curriculum consultation, February 2013

  3. HEALTHWARNING

  4. “This new curriculum will not inspire the invention and engineers Britain so desperately needs. The academic rigour Mr Gove demanded in other core subjects is missing in D&T... All is not lost.... We have until April to make (Mr Gove) change his mind and re-engineer the D&T curriculum. Britain’s future scientists and engineers depend on it.”  James Dyson, founder of Dyson

  5. What happened next? • Drafts developed by D&T Association, E4E, Design Council and others • Stakeholder meeting • Sign up from wide range of supporters • CBI, EEF, Design Council, BNF, BAE, JCB .... • Submitted to Minister on 22.4.13 • Used as a basis for roundtable 29.4.13 • Minor changes incorporated • Final advice submitted to Minister 16.5.13 • Final draft published 8.7.13 • School Food Plan published 12.7.13

  6. Success • TES blog • “The campaign waged by the Design and Technology Association against the draft D&T curriculum released in February might be viewed as an exemplar on how to get ministers to change their minds.” • BBC website • “The CBI's Neil Carberry welcomed the changes to the design and technology curriculum, saying that it seemed ‘much sharper and focused on the technical skills industry and employers need.’” • Design Week • “Design Council chief executive John Mathers meanwhile says, ‘We’re delighted that schools will now have the opportunity to foster the talents of the next generation of Great British designers.’”

  7. What the minister wanted ... • strengthen design and technical aspects • practical • breadth of domestic and industrial applications • links to other subjects • freedom and flexibility over pedagogy • more aspirational • cooking & nutrition to be a clearly separate strand

  8. Structure • Purpose of study • practical • creativity, imagination, needs, wants, values • links to maths, science, engineering, computing, art • innovative, enterprising • past and present D&T • impact on daily life and the wider world • culture, wealth and wellbeing • Remember this is statutory

  9. Structure • Aims • 2nd establish own body of knowledge • 4th cooking has to be compulsory – so separate aim focussed on cooking and nutrition • Remember these are statutory too

  10. Structure • Common format in each key stage • Contexts paragraph • When designing and making ... • Design • Make • Evaluate • Technical knowledge

  11. When designing and making... (eg KS1) • Breadth of contexts • domestic to industrial • Bullet 1 • distinctive nature of the subject • Bullet 2 • variety of designing strategies • reused and revisited in KS2 and KS3 • Bullet 3 • skills and techniques • Bullet 4 • wide range of materials, not excluding any • Bullets 7 and 8 • technical knowledge

  12. Cooking and nutrition ... • As part of their work with food .... • indicates Food Technology is part of the designing and making strand

  13. Next steps • Final draft published for technical consultation – consultation closes 8.8.13 • Final version published in autumn 2013 for first teaching Sept 2014 • Non-statutory guidance? • National Curriculum / School Curriculum

  14. New resources for September from D&T Association • Key Stages 1-2 • Planning your scheme of work • Iterative Design • Working from contexts • Annotated sketches, cross sectional and exploded diagrams • Key events and individuals in design and technology • Key Stage 3 • Planning your scheme of work • Iterative Design • Working from contexts • Biomimicry • User Centered Design • Working with programmable components

  15. Local branch meetings • October and November • 25+ events • An introduction to planning from the new programmes of study • Offer to convene an event

  16. Biomimicry • “Biomimicry or biomimetics is the imitation of the models, systems, and elements of nature for the purpose of solving complex human problems”

  17. Iterative design

  18. News from the D&T Association • Benefits • for you • for the Association • for the subject • New offer in September • to support the implementation of the new National Curriculum • more personal • departmental membership in secondary

  19. Membership • Membership can cost as little as 75p per week (less if you pay by direct debit) • Essential individual Membership (prices still to be finalised) • School Primary (whole staff logins) £80 • Individual Primary (1 personalised login) £40 • Departmental Secondary (4 personalised logins) £200 • Individual Secondary (1 personalised login) £75

  20. Thank you for listening

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