Looking sideways in the school curriculum Is there a case for linking d&t and science?

1. Looking sideways in the school curriculumIs there a case for linking d&tand science? David Barlex david.barlex@btinternet.com @DavidBarlex http://dandtfordandt.wordpress.com/

2. Overview of the day • Key note with Q&A • Developing a unit of work that exploits links between science and d&t • Providing a justification to a school SLT for this collaboration in terms of: • pupil learning • staff development • school performance • Presenting the unit of work • Presenting the justification

3. Keynote Overview • STEM? • Clarifying identities • Pupil design decisions • Clarifying contributions – utility/purpose • Where to start? • Your task for the day

4. STEM Fortuitous acronym National agenda Overarching concept Passing fad

5. S T E M S T E M Inside the classroom In the world outside school John Holman It is important to preserve the integrity and identity of individual subjects … as well as showing how the subjects support one another. All members of the community need to be treated as autonomous players … foster a culture of co-operation not competition. Michael Reiss The Royal Society Seminar Report • Benefits of a co-ordinated approach • Marching in curriculum step • Painting a fuller picture of STEM outside the classroom • Showing the value of difficult subjects • Uncovering the E & M that lie hidden in other parts of the curriculum • Modelling - a new dimension for the ICT and math curricula

6. Clarifying identities …understanding the world through the specific disciplines of biology, chemistry and physics … essential aspects of the knowledge, methods, processes and uses of science …recognisethe power of rational explanation and develop a sense of excitement and curiosity about natural phenomena … science can be used to explain what is occurring, predict how things will behave, and analysecauses …science has changed our lives and is vital to the world’s future prosperity, a …Using creativity and imagination … design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. … a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. …take risks, becoming resourceful, innovative, enterprising and capable citizens. … evaluation of past and present design and technology, … develop a critical understanding of its impact on daily life and the wider world. …makes an essential contribution to the creativity, culture, wealth and well-being of the nation. Extracts from New Programmes of Study for science and D&T

7. SCIENCE D&T Phenomenon Ideas as to what might be A description i.e. specification Observation leading to descriptions i.e. data Abstract models providing understanding, explanation and prediction Novel, real outcomes – artefact, system or environment From concrete to conceptual From conceptual to concrete

8. Conceptual What it does Marketing Who it’s for Technical How it works Constructional How it fits together Aesthetic What it looks like Pupil design decisions

9. Clarifying contributions The model Purposeful activity in one subject the utility of other subjects is enhanced by In design & technology The making of design decisions is enhanced by the utility of science (and mathematics) The utilisation of science and mathematics enhances pupil achievement not only in design & technology but also in science (and mathematics) The mutual benefit Demonstrating the enhanced achievement The challenge

10. Where to start For the D&T teacher • An existing project • A contemporary issue • An open starting point For the science teacher • A particular phenomenon • A demanding concept • A science-society issue Relate to the learning!

11. An existing project PROTECTIVE TEXTILES

12. A contemporary issue

13. An open starting point

14. A particular phenomenon The peltier effect

15. A demanding concept The Electromagnetic Spectrum

16. A science-society issue Food Security GM Crops Or Nature’s Way?

17. D&T Learning Materials Manufacturing Functionality Design Critique

18. Science Learning Particle theory of matter Force and motion Energy Solar system as part of the Universe The Earth is in continual development Organisms are cellular and compete for energy and materials Genetic information passes from one generation of organisms to the next The diversity of organisms, living and extinct, is the result of evolution

19. Your task • Working in groups develop the detail of collaboration between science and design & technology for a particular unit of work • Develop a presentation to SLT • Describing the collaboration • Justifying the collaboration • Make the presentations • Start time 15.00 • Time per presentation 5 minutes • Slide limit – 6 slides

20. 1  What is STEM? 2  A curriculum for STEM – ‘Looking sideways’ 3  Teaching Science in the light of STEM 4  Teaching Design & Technology in the light of STEM 5  Teaching Mathematics in the light of STEM 6  Project work and problem-based learning through STEM 7  Enabling the ‘E’ in STEM 8  The role of STEM enhancement and enrichment activities 9  Computing, digital literacy, IT, computer science, TEL and STEM 10  Creating an environment for sustaining STEM 11  Future visions for STEM Available 14 April 2014 http://www.routledge.com/books/details/9780415675314/