planning to teach the framework: short- and medium-term...

The Coalition Government took office on 11 May 2010. This publication was published prior to that date and may not reflect current government policy. You may choose to use these materials, however you should also consult the Department for Education website www.education.gov.uk for updated policy and resources.

Planning to teach the Framework: short- and medium-term planning

Presenter’s notes

© Crown copyright 2004DfES 0971-2004 G

215 Design and technology: Framework and training materialsKey Stage 3 National Strategy | Module 3: Planning to teach the Framework | Presenter’s notes

Design and technology: Framework and training materials

Training module 3

Planning to teach theFramework: short- andmedium-term planning Presenter’s notes

0971-2004 G0971-2004 G

Contents

Overview of the module 219

Objectives 219

Session outline 219

Resources 219

Pre-course task 220

Session notes 221

3.1 Introduction 221

3.2 Short- or medium-term planning – unit planning 221

3.3 Sharing unit objectives with pupils 224

3.4 Individual objectives for pupils at a unit level 225

3.5 Ready for more? 230

Handouts 231

OHTs 241



Overview of the module

Objectives

� To share examples of the Framework objectives in unit plans and lesson plans

� To consider ways to share objectives with pupils

� To introduce additional planning issues such as carousel systems, differentiation,improving attainment levels for boys

Session outline Timing

3.1 Introduction 5 minutes

3.2 Short- or medium-term planning – unit planning 10 minutes

3.3 Sharing unit objectives with pupils 15 minutes

3.4 Individual objectives for pupils at a unit level 35 minutes

3.5 Ready for more? 10 minutes

Resources

� Handouts 3.1 to 3.8

� OHTs 3.1 to 3.12



Pre-course taskParticipants should have completed the final activity from Module 2, Planning as a team toteach the Framework objectives (see below), and should bring their completeddocumentation with them to this training.

Activity – Planning as a team in our schoolReview one term’s provision (for Year 9) from your school.

Discuss the term’s projects across the different focus areas and review them by settingwhat you currently do against the Framework teaching objectives.

Discuss:

� levels and expectations;

� where teaching objectives will be launched and reinforced;

� how you can help make the learning more explicit for pupils as they work acrossthe different areas;

� how you can extend or adapt the work for pupils who will experience this workearlier or later in the year in a carousel or rotation system.



Session notes

3.1 Introduction 5 minutesWelcome participants to the training and explain any domestic issues. Show OHT 3.1 to introduce the objectives for this session.

Explain that the purpose of this training session is to discuss how to build the teachingobjectives in the Framework for teaching design and technology: Years 7, 8 and 9, intoplanning, for both the short and the medium term, and to consider ways of sharingobjectives with pupils, at the same time differentiating objectives and activities.

3.2 Short- or medium-term planning 10 minutes– unit planningSay that the Framework sets out a long-term plan covering the whole key stage and eachyear within it. This enables departmental teams to build medium-term plans, or units, andshort-term plans based upon Framework teaching objectives.

Show OHT 3.2 which is a Year 8 module, adapted for use in Year 7 in line with theFramework objectives for Year 7. Refer participants to handout 3.1.

OHT 3.2

Unit 8B(iii) Designing for clients (adapted by the school for use in Year 7)

Focus: textiles

Design and technology Year 8 About the unitThe main aim of this unit is to develop pupils’ designing skills and to teach them about designing for clients.

In this unit, pupils tackle a design-and-make assignment (DMA) on the theme ‘Wallets’. They design and make a wallet for aparticular purpose, developing a standard prototype that can be varied or personalised for particular clients, e.g. bydecoration, or using different fabrics or fasteners.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully, through productevaluation activities and focused practical tasks. They:

� learn about batch production, including how to develop a basic design that can be varied or personalised forparticular clients;

� use manufacturing aids, e.g. tools and templates/patterns, to help with volume production;

� learn that making identical parts in a batch can be cost effective and ensures accuracy.

There are also opportunities for pupils to:

� use ICT to help design and make single items and small batches, when appropriate, and use spreadsheets to helpthem with costing and scaling up;

� justify their decisions about materials and methods of making;

� learn about the concepts of marketing, profit and loss;

� find out about some of the tensions between production for profit and concerns about human development andwelfare;

� find out about the conflicting demands faced by designers and makers.

Year 7 objectives to be launched

Generating ideas

For all pupils:

� Use a range of materials to stimulate the imagination.

� Use a range of information sources, mainly provided by the teacher.

In addition, some pupils could be taught objectives from Year 8:

� Record and share ideas with others and gather and use constructive feedback to develop a clear and detaileddesign proposal.

Developing and modelling ideas

For all pupils:

� Explore and experiment with and then select appropriate materials and processes.

In addition some pupils could be taught objectives from Year 8:

� Develop different strategies to elaborate, embellish, expand and develop design ideas.

� Seek opinions of potential users of the product and decide whether their design criteria are accurate and detailedenough for the purpose.

Planning

For all pupils:

� Predict and manage the time needed to complete a short task (e.g. within a lesson).

OHT 3.1

Objectives

� To share examples of the Framework teachingobjectives in unit plans and lesson plans.

� To consider ways to share objectives with pupils.

� To introduce additional planning issues such ascarousel systems, differentiation, improvingattainment levels for boys.



OHT 3.1

OHT 3.2

Handout 3.1

This is a sample medium-term or unit plan, based on the DfES/QCA scheme of work,with an additional section on the front cover to identify which teaching objectives will belaunched and which will be reinforced.

Key points� The unit plan could be set out in a format similar to that used in the DfES/QCA

model schemes of work.

� Different formats might be used by teachers who wish to strengthen currentschemes of work or published course materials by overlaying them with theFramework teaching objectives.

� It is up to schools to decide whether they wish to use similar models, or tocustomise individual units or combinations of units to suit their owncircumstances. For example, OHT 3.2 shows a Year 8 unit adapted by the schoolfor use in Year 7. Hence, ‘Designing for clients’, a Year 8 Framework teachingobjective, is being addressed in Year 7 by this school.

Short-term planningExplain that the Framework objectives identified in the units are used in the preparation ofshort-term plans and lesson objectives.

Show OHT 3.3, which is a sample lesson planning template, and OHT 3.4, which is thefirst part of a sample lesson plan derived from the unit plan. Refer participants to handout3.2 and handout 3.3.

OHT 3.3

Sample lesson plan templateDate Class

Unit of work Lesson no. ... (out of ...)

Topic for lesson

Lesson objectives

DifferentiationExtension (additional objectives for some pupils)

Enrichment (how the objectives will be addressed in more depth for some)

Intervention (pupils who will require support)

Homework

Resource list

Risk assessment

Features of teaching

introduce present demonstrate remind explore explain

exemplify question scaffold model refine intervene

check correct feed back apply fix conclude

Starter

feature

Teaching sequence

feature

feature

Plenary

feature

Main outcomes



OHT 3.3

Handout 3.2

The lesson planMake clear that the example provided in OHT 3.4 is the plan of a lesson developed fromthe unit plan. Show OHT 3.5, which explains how to use the lesson plan template. Referparticipants to handout 3.4.

Key points� Under the heading Lesson objectives the teacher lists Framework teaching

objectives that are to be launched or reinforced in the lesson.

� The Homework heading is positioned specifically to serve as a reminder thathomework should be planned beforehand, not thought up and set at the very endof the lesson.

� The words listed in the Features of teaching box describe aspects of strong,purposeful teaching that is likely to be effective in raising achievement.




� Supported by an effective starter and plenary, the pace and learning are focusedon the middle part of the lesson. This is broken up into a number of learningactivities, particularly during practical sessions of project work.

OHT 3.5

Using the lesson plan templateUnder the heading Lesson objectives list Framework teaching objectives to belaunched or reinforced in the lesson.

The position of the Homework heading serves as a reminder that homeworkshould be planned beforehand, not set at the very end of the lesson.

The Features of teaching box includes aspects of strong, purposeful teachinglikely to be effective in raising achievement. Supported by an effective starterand plenary, the pace and learning are focused on the middle part of thelesson, which is broken up into a number of learning activities, particularlyduring practical sessions of project work.

introduce present demonstrate

remind explore explain

exemplify question scaffold

model refine intervene

check correct feed back

apply fix conclude

Select no more than four features of teaching to be used in the lesson.These are identified in the lesson plan to the left of the appropriate activity.

Main outcomes of the lesson must be closely linked to the lesson objectivessince they will demonstrate whether pupils have achieved these objectives.

OHT 3.6

OHT 3.4

Sample lesson plan

Differentiation

Extension (additional objectives for some pupils)� (Y8) Draw upon a wide range of information sources including those not

provided by the teacher.� (Y9) Combine ideas from a variety of sources.

Enrichment (how the objectives will be addressed in more depth for some)� Use a range of materials to stimulate the imagination (use one or two

challenging materials or objects in lucky dip bag activity).

Intervention (pupils who will require support)� During practical work where pupils are generating ideas quickly, provide verbal

feedback and encouragement.

HomeworkReview an existing container design and add a new design feature for a client such asyourself.

Resource list

Risk assessment

Date 20 January Class Year 7 (7YG)

Unit of work Container Lesson no. 2 (out of 10)

Topic for lesson How to generate design ideas for the container I am designing

Lesson objectivesPupils will learn how to:

� use a range of materials to stimulate the imagination;

� use information sources, mainly provided by the teacher.



OHT 3.4

OHT 3.5

Handout 3.3

Handout 3.4

� The teacher is advised to select no more than four features of teaching whichneed to be expertly used in the lesson. These are identified in the lesson plan tothe left of the appropriate activity.

� Main outcomes of the lesson must be closely linked to the lesson objectivessince they will demonstrate whether pupils have achieved these objectives.

3.3 Sharing unit objectives with pupils 15 minutesExplain that particular aims behind the Framework are to enable pupils to:

� choose the methods and resources they need;

� take part in planning their own progress through Key Stage 3;

� understand the purposes behind their design-and-make activities;

� make informed choices about their future direction in design and technology.

Sharing learning and teaching objectives involves more than simply writing them on thewhiteboard. (Refer to foundation subject training materials, Module 2, Formative use ofsummative assessment, and Module 3, Planning.)

If a teacher can instil in pupils a sense of engagement and purpose in what they are doing,it is likely that high-quality learning will result, whatever the constraints of time, resourcesand facilities.

Key pointsSharing the learning objectives behind units of work or design-and-make assignments,and setting out, unambiguously in advance, the assessment criteria to be used,can:

� improve standards in designing and making;

� promote the less-tangible outcomes, such as improving own performance andlearning and pupils’ motivation.

Show OHT 3.6 and refer participants to handout 3.5.

Explain that this OHT shows an example of a front cover produced by teachers in a designand technology department. Say that the department produces front covers for eachproject booklet, in order to share the focus of the teaching and the specific learning withthe pupils.

OHT 3.6

Project title: Wallets Literacy aims: Give instructions and directions which are specific, easy to follow and clearly sequenced

Focus: Combining different fabrics Numeracy aims: Use names and abbreviations of units of measurement to Decoration techniques measure, estimate, calculate and solve problems involving

length and area

Knowledge and Using decorative stitches on a sewing machine understanding: – appliqué, quilting

Target from last module: Met

Your target levels Introductory Basic Intermediate Advanced

Generating ideas: Look at existing examples Use a range of information Draw upon information Combine ideas from a to help with own design sources, mainly provided sources not provided by variety of sources

by the teacher the teacherProduce creative solutions

Clarify ideas when asked Use a range of materials to Produce and consider which address the designstimulate the imagination conventional, original, criteria in expected and/or(stories, poems, pictures) unusual, and/or eccentric unexpected ways

ideasDescribe your ideas and thinking to others to help Record and share ideas withyou to develop a proposal others, gather and use

constructive feedback to develop a clear and detailed proposal

Developing and Model ideas to try them Explore, experiment and Use different strategies to Try alternative approaches modelling ideas: out select appropriate materials elaborate, embellish, to overcome difficulties,

expand and develop modifying proposals andWork out the technical design ideas communicating these todetails of your ideas by othersmodelling them through drawing discussion, ICTand in 3-D

Planning: Work with help on short Manage time within a Include in your plan the Manage time across a tasks lesson time it will take to complete number of lessons

each stageWork independently on Review progress against short tasks plans at important stages

Sample front cover of a project booklet (The school shares the objectives and expectations with the pupils and has modified theobjectives from the Framework in order to make them more understandable by pupils.)

Year 7 project



OHT 3.6

Handout 3.5

Say that most teachers will already know that individual pupils’ learning, year by year, isnot quite as systematic as the Framework suggests. Within this set of designing skillspupils will have different strengths and weaknesses. Although teaching can be structuredprogressively, individuals will still make progress at their own pace. Pupils do notnecessarily advance in an orderly manner. All teachers will have witnessed or experiencedleaps in understanding, when suddenly everything seems to fall into place. Remindparticipants that the Framework helps teachers to involve pupils in planning theirown progress. Pupils can be encouraged to decide for themselves how to tacklethe work, and teaching objectives can be shared with them.

Additional noteThe ‘Target from last module’ section allows an objective not covered in the current unit tobe addressed.

Activity – Sharing objectives with pupilsSay that using project front covers is one example of sharing teaching objectives withpupils. Ask participants whether they have developed other methods that have beensuccessful. Ask them to discuss this, in groups.

Show OHT 3.7 which details the activity.

Allow about 5 minutes, then take feedback from the groups.

3.4 Individual objectives for pupils at a 35 minutesunit levelRefer again to the front cover shown on OHT 3.6.

Key points� The objectives on this front cover are differentiated.

� Pupils can clearly identify what they need to do to progress to the next level.

Say that if teachers are clear about the objectives for the unit or the design-and-makeassignment, it is easier to plan differentiated activities. Put more simply, teachers can plan:

� how to introduce the project;

� where to intervene;

� where to extend the work for some pupils;

� where to enrich the experience for some pupils.

All pupils will begin and end the project at the same time. This prevents some pupilsfinishing early and others never completing the project.

OHT 3.7

Sharing objectives with pupils

Project front covers are one way of sharingobjectives with pupils.

Have you developed other ways that have beensuccessful in sharing objectives with pupils?



OHT 3.7

Show OHT 3.8, the ‘Introduction, Intervention, Extension, Enrichment’ (IIEE) model.

Explain the key steps:

� introduction;

� intervention;

� extension;

� enrichment.

Say that this diagram shows all pupils starting at the same point (introduction), with anadditional extension task being provided for some pupils, an enrichment task (basically thesame task but more demanding) provided for other pupils, and all pupils finishing together.

InterventionRemind participants that it is important for design-and-make assignments to be pupil-directed. The teacher’s role is to allow the pupil to take the lead and then to choose whento intervene, for example, to suggest redirection for the pupil or to negotiate moredemanding work with them.

Intervention can take place informally in classroom conversations or it can be structured,through tutorials.

Extension and enrichment activitiesStress that teachers should aim to extend the work for some pupils and to enhance thework for others.

� In extension tasks, pupils are expected to complete additional parts of a project,carrying out activities that others do not.

� In enrichment tasks, some pupils do the same activities as others but carrythem out more thoroughly or at a more sophisticated level.

Say that teachers can use the Framework teaching objectives to identify further work andtasks to be undertaken by some pupils. However, if extension and enrichment activities areto be set for some pupils, the class must accept as normal that different members of thegroup work to different targets.

Explain that the DfES/QCA scheme of work identifies extension tasks (optional activities)for each unit. Show OHT 3.9, How can you specify more demanding criteria for somepupils?, OHT 3.10, How can you extend the work for some pupils? and OHT 3.11, Howcan you encourage depth for some pupils when all pupils do the same activity? asexamples.

OHT 3.8

Differentiation

Enrichmentactivity

Startproject

End ofproject

Extensionactivity



OHT 3.8

Refer participants to handout 3.6, handout 3.7 and handout 3.8.

Handout 3.6

How can you specify more demanding criteria for some pupils?

� Negotiate individual design-and-make assignments.

Year 9

Unit 9C Using ICT to link with the world outside school

Design-and-make assignment – Corporate identity

Souvenirs and collectables, e.g. T shirts, 3-D signs and models, are used to promoteevents, pop stars, cartoon characters and even schools. Design and make a coordinatedrange of promotional products for a special occasion or a client.

A teacher negotiated this DMA with a pupil so that the pupil:

� worked with a company outside the school who identified a challenging designspecification and required that the products were innovative, but also thoroughlytested and of marketable quality;

� designed for an event that was not familiar and required rigorous research;

� negotiated their work directly with the company, working independently as far aspossible;

� was ambitious in the range of products they chose and ideas they presented and thus took greater risks and coped with a greater number of variables;

� provided a business plan for the company, demonstrating the production costs of the range and suggesting selling prices;

� made a presentation to the company, showing prototypes and business plan.

Questions

Review your current design-and-make assignments.

� Identify which DMAs provide appropriate opportunities for more demanding criteria tobe used with some pupils.

� Discuss with your teaching team what additional criteria could be added or whatchanges could be made.

� Discuss how this will be presented to the class and the individuals.

OHT 3.9



Year 9


Questions







OHT 3.9

Handout 3.6

Handout 3.7

How can you extend the work for somepupils?

� Use optional extension activities, such as additional focused practical tasks to expectmore of some pupils.

Focused practical tasks are led by the teacher and are used to teach the knowledge, skills andunderstanding pupils need for the DMA. Some tasks are essential and all pupils must do them.Others can be used as additional extension activities, to be completed during classwork or ashomework. These optional activities can help some pupils to develop an extended range ofdesigning and making skills, and a wider range of techniques and ideas for them to draw onduring the DMA. They should demonstrate their improved skills and resources by their approachto the DMA, with higher levels of achievement.

Unit 8E(iii), Producing batches: resistant materials

Two essential activities

� In order to review progress, revise techniques that pupils are familiar with from Year 7,and introduce a range of manufacturing techniques needed for the DMA. Pupils shouldrevise health and safety regulations and, where appropriate, should test and comparedifferent tools and pieces of equipment for the same task. Pupils could practise theirskills by making a simple item from a design or plan they are given.

� Show pupils examples of how manufacturing aids can be made or used to help withvolume production. Discuss with them how they should take into account the use ofmanufacturing aids when making. Discuss how designing and making identical parts in a batch, using Computer aided design (CAD)/Computer aided manufacture (CAM) orother manufacturing aids, can be cost-effective and ensure accuracy.

Two optional activities

� Discuss with the pupils how identical parts can be made, using CAD/CAM or othermanufacturing aids.

� Revise or demonstrate to the pupils how to use CAD/CAM for making single items andfor small batch production and discuss when it is appropriate to use ICT. Discuss withthe pupils the use of computer-controlled machines to realise their design. Include safetypoints and technical advice. Allow the pupils to practise their skills by making a simpleproduct, identified by the teacher. Make sure that the pupils have an opportunity topractise the skills they will need during the DMA.

Questions

Review your current scheme of work.

� What are the essential activities for all pupils?

� What extension activities could be provided for some pupils?

� How will you organise and manage the extension activities?

Handout 3.8

OHT 3.10




Questions



� What extension activities could be provided for some pupils?� How will you organise and manage the extension activities?

OHT 3.11



OHT 3.10

Handout 3.7

Activity – Planning differentiated activitiesAsk participants to discuss methods that they currently find successful for differentiatingactivities or units of work, and to consider how they can plan differentiated activities intoone particular unit of work, for example a Year 9 unit.

Handout 3.8

How can you encourage depth for somepupils when all pupils do the same activity?

� Adapt focused practical tasks and product evaluation activities so that there is adifference in pace and demand.

In product evaluation tasks, add depth to the activities by asking pupils to explore values andissues, and encourage critical thinking, for example:

� considering the benefits and disadvantages to the users of products and others;

� considering the impact of the product on a wider range of people;

� assessing the impact on the environment, or unintended outcomes;

� balancing social issues with financial ones when evaluating their own and others’designs.

Unit 7A (iii), Understanding materials (textiles)Product evaluation activity

� Ask the pupils to examine a range of existing products. For example, in smallgroups, pupils could investigate a selection of sports kit for different functions, whichhave a range of features.

Extension activity

� Some pupils may also be able to consider the implications of a product beyond thepurpose for which it was designed.

In this activity all pupils are examining sports kits. The teacher could organise groups tolook at different types of sports kit, extending this activity for very able pupils; for example,by asking some groups to look at some of the issues raised by considering implications ofa product beyond the purpose for which it was designed. For example, they could discussthe crossover of sports kit into fashion products, the issue of production costs as comparedwith profit, sponsorship on sports kit, new materials and the recycling of fabrics.

Questions

Take a product evaluation activity.

� Consider the typical or normal level of achievement you would realistically expect forthis activity.

� Then identify what a ‘much better than normal’ result might be.

� How would you identify those pupils whose ways of working might need to change?

� How would you vary the work to accommodate them?

OHT 3.11




� considering the benefits and disadvantages to the users of products and others;� considering the impact of the product on a wider range of people;� assessing the impact on the environment, or unintended outcomes;� balancing social issues with financial ones when evaluating their own and others’

designs.

Unit 7A (iii), Understanding materials (textiles)

Questions



� Then identify what a ‘much better than normal’ result might be.� How would you identify those pupils whose ways of working might need to change?� How would you vary the work to accommodate them?



OHT 3.11

Handout 3.8

Show OHT 3.12, which gives details of the activity.

3.5 Ready for more? 10 minutesSuggest that participants can follow up this session by:

� reviewing the unit plans and specifying learning objectives for each one;

� incorporating Framework teaching objectives into the objectives for a set oflessons;

� developing ways of sharing objectives with pupils;

� planning differentiation within a unit or set of units.

Further informationFurther information on this can be obtained from the:

� National Curriculum in Action website (www.ncaction.org.uk), which hasexamples of work at all levels;

� teachers’ guide for the DfES/QCA Key Stage 3 scheme of work;

� website (www.nc.uk.net/gt), which offers further guidance on differentiation.

OHT 3.12

Planning differentiated activities

How can you plan differentiated activities into one of yourunits of work?

For example:

� How can you specify more demanding criteria forsome pupils?

� How can you extend the work for some pupils?

� How can you encourage depth for some pupilswhen all pupils do the same activity?



OHT 3.12


Training module 3

Planning to teach theFramework: short- andmedium-term planning Handouts

.


232 Design and technology: Framework and training materialsKey Stage 3 National Strategy | Module 3: Planning to teach the Framework | Handouts

Handout 3.1


Focus: textiles


In this unit, pupils tackle a design-and-make assignment (DMA) on the theme ‘Wallets’. They design and make a wallet fora particular purpose, developing a standard prototype that can be varied or personalised for particular clients, e.g. bydecoration, or using different fabrics or fasteners.












Generating ideas

For all pupils:






For all pupils:





Planning

For all pupils:




Handout 3.2

Sample lesson plan template



Date Class


Topic for lesson

Lesson objectives




Homework

Resource list

Risk assessment





Starter

feature

Teaching sequence

feature

feature

Plenary

feature

Main outcomes

Handout 3.3

Sample lesson plan



Differentiation



Enrichment (how the objectives will be addressed in more depth for some)� Use strategies which generate a variety of design ideas quickly as a direct

response to the design criteria (show one or two additional strategies).




Resource list

Risk assessment






� use strategies which generate a variety of design ideas quickly as a directresponse to the design criteria;

� use a range of strategies to produce, communicate, record initial ideas toassist self-reflection and to describe their ideas and thinking to others.

Handout 3.4



The Features of teaching box includes aspects of strong, purposeful teachinglikely to be effective in raising achievement. Supported by an effective starterand plenary, the pace and learning are focused on the middle part of the lesson,which is broken up into a number of learning activities, particularly duringpractical sessions of project work.






apply fix conclude





Han

do

ut 3

.5



Pro

ject

tit

le:

Wal

lets

Lite

racy

aim

s:G

ive

inst

ruct

ions

and

dire

ctio

ns w

hich

are

spe

cific

, eas

y to

fo

llow

and

cle

arly

seq

uenc

ed

Focu

s:

Com

bini

ng d

iffer

ent

fabr

ics

Num

erac

y ai

ms:

Use

nam

es a

nd a

bbre

viat

ions

of u

nits

of m

easu

rem

ent

to

Dec

orat

ion

tech

niqu

esm

easu

re, e

stim

ate,

cal

cula

te a

nd s

olve

pro

blem

s in

volv

ing

leng

th a

nd a

rea

Kno

wle

dg

e an

d

Usi

ng d

ecor

ativ

e st

itche

s on

a s

ewin

g m

achi

ne

und

erst

and

ing

:–

appl

iqué

, qui

lting

Targ

et fr

om la

st m

odul

e:

Met

Your

tar

get

leve

ls

Intr

od

ucto

ryB

asic

Inte

rmed

iate

Ad

vanc

ed

Gen

erat

ing

idea

s:Lo

ok a

t ex

istin

g ex

ampl

es

Use

a r

ange

of i

nfor

mat

ion

Dra

w u

pon

info

rmat

ion

C

ombi

ne id

eas

from

a

to h

elp

with

ow

n de

sign

sour

ces,

mai

nly

prov

ided

so

urce

s no

t pr

ovid

ed b

y va

riety

of s

ourc

esby

the

tea

cher

the

teac

her

Pro

duce

cre

ativ

e so

lutio

nsC

larif

y id

eas

whe

n as

ked

Use

a r

ange

of m

ater

ials

to

Pro

duce

and

con

side

rw

hich

add

ress

the

des

ign

stim

ulat

e th

e im

agin

atio

n co

nven

tiona

l, or

igin

al,

crite

ria in

exp

ecte

d an

d/or

(sto

ries,

poe

ms,

pic

ture

s)un

usua

l, an

d/or

ecc

entr

ic

unex

pect

ed w

ays

idea

sD

escr

ibe

your

idea

s a

nd

thin

king

to

othe

rs t

o he

lp

Rec

ord

and

shar

e id

eas

with

you

to d

evel

op a

pro

posa

lot

hers

, gat

her

and

use

cons

truc

tive

feed

back

to

deve

lop

a cl

ear

and

deta

iled

prop

osal

Dev

elop

ing

and

Mod

el id

eas

to t

ry t

hem

E

xplo

re, e

xper

imen

t an

d U

se d

iffer

ent

stra

tegi

es t

o Tr

y al

tern

ativ

e ap

proa

ches

m

odel

ling

idea

s:ou

tse

lect

app

ropr

iate

mat

eria

lsel

abor

ate,

em

bellis

h,

to o

verc

ome

diffi

culti

es,

expa

nd a

nd d

evel

op

mod

ifyin

g pr

opos

als

and

Wor

k ou

t th

e te

chni

cal

de

sign

idea

sco

mm

unic

atin

g th

ese

tode

tails

of y

our

idea

s by

ot

hers

mod

ellin

g th

em t

hrou

gh

draw

ing

disc

ussi

on, I

CT

and

in 3

-D

Pla

nnin

g:

Wor

k w

ith h

elp

on s

hort

M

anag

e tim

e w

ithin

a

Incl

ude

in y

our

plan

the

M

anag

e tim

e ac

ross

a

task

sle

sson

tim

e it

will

take

to

com

plet

e nu

mbe

r of

less

ons

each

sta

geW

ork

inde

pend

ently

on

Rev

iew

pro

gres

s ag

ains

t sh

ort

task

s pl

ans

at im

port

ant

stag

es

Sam

ple

fro

nt

cove

r of

a p

roje

ct b

ookle

t (T

he s

chool

share

s th

e o

bje

ctiv

es

and e

xpect

ati

ons

wit

h t

he p

upils

and h

as

modif

ied t

he

obje

ctiv

es

from

the F

ram

ew

ork

in o

rder

to m

ake t

hem

more

unders

tandable

by

pupils.

)

Year

7 p

roje

ct

Handout 3.6



Year 9


Design-and-make assignment – Corporate identity

Souvenirs and collectables, e.g. T shirts, 3-D signs and models, are used to promoteevents, pop stars, cartoon characters and even schools. Design and make a coordinatedrange of promotional products for a special occasion or a client.

A teacher negotiated this DMA with a pupil so that the pupil:

� worked with a company outside the school who identified a challenging designspecification and required that the products were innovative, but also thoroughlytested and of marketable quality;

� designed for an event that was not familiar and required rigorous research;

� negotiated their work directly with the company, working independently as far aspossible;

� was ambitious in the range of products they chose and ideas they presented and thus took greater risks and coped with a greater number of variables;

� provided a business plan for the company, demonstrating the production costs of the range and suggesting selling prices;

� made a presentation to the company, showing prototypes and business plan.

Questions







Handout 3.7



Focused practical tasks are led by the teacher and are used to teach the knowledge, skills andunderstanding pupils need for the DMA. Some tasks are essential and all pupils must do them.Others can be used as additional extension activities, to be completed during classwork or ashomework. These optional activities can help some pupils to develop an extended range ofdesigning and making skills, and a wider range of techniques and ideas for them to draw onduring the DMA. They should demonstrate their improved skills and resources by their approachto the DMA, with higher levels of achievement.


Two essential activities

� In order to review progress, revise techniques that pupils are familiar with from Year 7,and introduce a range of manufacturing techniques needed for the DMA. Pupils shouldrevise health and safety regulations and, where appropriate, should test and comparedifferent tools and pieces of equipment for the same task. Pupils could practise theirskills by making a simple item from a design or plan they are given.

� Show pupils examples of how manufacturing aids can be made or used to help withvolume production. Discuss with them how they should take into account the use ofmanufacturing aids when making. Discuss how designing and making identical parts in a batch, using Computer aided design (CAD)/Computer aided manufacture (CAM) orother manufacturing aids, can be cost-effective and ensure accuracy.

Two optional activities

� Discuss with the pupils how identical parts can be made, using CAD/CAM or othermanufacturing aids.

� Revise or demonstrate to the pupils how to use CAD/CAM for making single items andfor small batch production and discuss when it is appropriate to use ICT. Discuss withthe pupils the use of computer-controlled machines to realise their design. Include safetypoints and technical advice. Allow the pupils to practise their skills by making a simpleproduct, identified by the teacher. Make sure that the pupils have an opportunity topractise the skills they will need during the DMA.

Questions



� What extension activities could be provided for some pupils?

� How will you organise and manage the extension activities?

Handout 3.8



Handout 3.8




� considering the benefits and disadvantages to the users of products and others;

� considering the impact of the product on a wider range of people;

� assessing the impact on the environment, or unintended outcomes;

� balancing social issues with financial ones when evaluating their own and others’designs.

Unit 7A (iii), Understanding materials (textiles)Product evaluation activity

� Ask the pupils to examine a range of existing products. For example, in smallgroups, pupils could investigate a selection of sports kit for different functions, whichhave a range of features.

Extension activity

� Some pupils may also be able to consider the implications of a product beyond thepurpose for which it was designed.

In this activity all pupils are examining sports kits. The teacher could organise groups tolook at different types of sports kit, extending this activity for very able pupils; for example,by asking some groups to look at some of the issues raised by considering implications ofa product beyond the purpose for which it was designed. For example, they could discussthe crossover of sports kit into fashion products, the issue of production costs as comparedwith profit, sponsorship on sports kit, new materials and the recycling of fabrics.

Questions



� Then identify what a ‘much better than normal’ result might be.

� How would you identify those pupils whose ways of working might need to change?

� How would you vary the work to accommodate them?




Training module 3

Planning to teach theFramework: short- andmedium-term planning OHTs


242 Design and technology: Framework and training materialsKey Stage 3 National Strategy | Module 3: Planning to teach the Framework | OHTs



OHT 3.1

Objectives

� To share examples of the Framework teachingobjectives in unit plans and lesson plans.

� To consider ways to share objectives with pupils.

� To introduce additional planning issues such ascarousel systems, differentiation, improvingattainment levels for boys.



OHT 3.2


Focus: textiles


In this unit, pupils tackle a design-and-make assignment (DMA) on the theme ‘Wallets’. They design and make a wallet for aparticular purpose, developing a standard prototype that can be varied or personalised for particular clients, e.g. bydecoration, or using different fabrics or fasteners.












Generating ideas

For all pupils:






For all pupils:





Planning

For all pupils:




OHT 3.3

Sample lesson plan templateDate Class


Topic for lesson

Lesson objectives




Homework

Resource list

Risk assessment





Starter

feature

Teaching sequence

feature

feature

Plenary

feature

Main outcomes



OHT 3.4

Sample lesson plan

Differentiation



Enrichment (how the objectives will be addressed in more depth for some)� Use a range of materials to stimulate the imagination (use one or two

challenging materials or objects in lucky dip bag activity).




Resource list

Risk assessment






� use information sources, mainly provided by the teacher.



OHT 3.5



The Features of teaching box includes aspects of strong, purposeful teachinglikely to be effective in raising achievement. Supported by an effective starterand plenary, the pace and learning are focused on the middle part of thelesson, which is broken up into a number of learning activities, particularlyduring practical sessions of project work.






apply fix conclude



OHT 3.6



OH

T 3

.6

Pro

ject

tit

le:

Wal

lets

Lite

racy

aim

s:G

ive

inst

ruct

ions

and

dire

ctio

ns w

hich

are

spe

cific

, eas

y to

fo

llow

and

cle

arly

seq

uenc

ed

Focu

s:

Com

bini

ng d

iffer

ent

fabr

ics

Num

erac

y ai

ms:

Use

nam

es a

nd a

bbre

viat

ions

of u

nits

of m

easu

rem

ent

to

Dec

orat

ion

tech

niqu

esm

easu

re, e

stim

ate,

cal

cula

te a

nd s

olve

pro

blem

s in

volv

ing

leng

th a

nd a

rea

Kno

wle

dg

e an

d

Usi

ng d

ecor

ativ

e st

itche

s on

a s

ewin

g m

achi

ne

und

erst

and

ing

:–

appl

iqué

, qui

lting

Targ

et fr

om la

st m

odul

e:

Met

Your

tar

get

leve

ls

Intr

od

ucto

ryB

asic

Inte

rmed

iate

Ad

vanc

ed

Gen

erat

ing

idea

s:Lo

ok a

t ex

istin

g ex

ampl

es

Use

a r

ange

of i

nfor

mat

ion

Dra

w u

pon

info

rmat

ion

C

ombi

ne id

eas

from

a

to h

elp

with

ow

n de

sign

sour

ces,

mai

nly

prov

ided

so

urce

s no

t pr

ovid

ed b

y va

riety

of s

ourc

esby

the

tea

cher

the

teac

her

Pro

duce

cre

ativ

e so

lutio

nsC

larif

y id

eas

whe

n as

ked

Use

a r

ange

of m

ater

ials

to

Pro

duce

and

con

side

rw

hich

add

ress

the

des

ign

stim

ulat

e th

e im

agin

atio

n co

nven

tiona

l, or

igin

al,

crite

ria in

exp

ecte

d an

d/or

(sto

ries,

poe

ms,

pic

ture

s)un

usua

l, an

d/or

ecc

entr

ic

unex

pect

ed w

ays

idea

sD

escr

ibe

your

idea

s a

nd

thin

king

to

othe

rs t

o he

lp

Rec

ord

and

shar

e id

eas

with

you

to d

evel

op a

pro

posa

lot

hers

, gat

her

and

use

cons

truc

tive

feed

back

to

deve

lop

a cl

ear

and

deta

iled

prop

osal

Dev

elop

ing

and

Mod

el id

eas

to t

ry t

hem

E

xplo

re, e

xper

imen

t an

d U

se d

iffer

ent

stra

tegi

es t

o Tr

y al

tern

ativ

e ap

proa

ches

m

odel

ling

idea

s:ou

tse

lect

app

ropr

iate

mat

eria

lsel

abor

ate,

em

bellis

h,

to o

verc

ome

diffi

culti

es,

expa

nd a

nd d

evel

op

mod

ifyin

g pr

opos

als

and

Wor

k ou

t th

e te

chni

cal

de

sign

idea

sco

mm

unic

atin

g th

ese

tode

tails

of y

our

idea

s by

ot

hers

mod

ellin

g th

em t

hrou

gh

draw

ing

disc

ussi

on, I

CT

and

in 3

-D

Pla

nnin

g:

Wor

k w

ith h

elp

on s

hort

M

anag

e tim

e w

ithin

a

Incl

ude

in y

our

plan

the

M

anag

e tim

e ac

ross

a

task

sle

sson

tim

e it

will

take

to

com

plet

e nu

mbe

r of

less

ons

each

sta

geW

ork

inde

pend

ently

on

Rev

iew

pro

gres

s ag

ains

t sh

ort

task

s pl

ans

at im

port

ant

stag

es

Sam

ple

fro

nt

cove

r of

a p

roje

ct b

ookle

t (T

he s

chool

share

s th

e o

bje

ctiv

es

and e

xpect

ati

ons

wit

h t

he p

upils

and h

as

modif

ied t

he

obje

ctiv

es

from

the F

ram

ew

ork

in o

rder

to m

ake t

hem

more

unders

tandable

by

pupils.

)

Year

7 p

roje

ct



OHT 3.7

Sharing objectives with pupils

Project front covers are one way of sharingobjectives with pupils.

Have you developed other ways that have beensuccessful in sharing objectives with pupils?



OHT 3.8

Differentiation

Enrichmentactivity

Startproject

End ofproject

Extensionactivity



OHT 3.9



Year 9


Questions







OHT 3.10




Questions


� What are the essential activities for all pupils?� What extension activities could be provided for some pupils?� How will you organise and manage the extension activities?

OHT 3.11



OHT 3.11




� considering the benefits and disadvantages to the users of products and others;� considering the impact of the product on a wider range of people;� assessing the impact on the environment, or unintended outcomes;� balancing social issues with financial ones when evaluating their own and others’

designs.

Unit 7A (iii), Understanding materials (textiles)

Questions



� Then identify what a ‘much better than normal’ result might be.� How would you identify those pupils whose ways of working might need to change?� How would you vary the work to accommodate them?



OHT 3.12

Planning differentiated activities

How can you plan differentiated activities into one of yourunits of work?

For example:

� How can you specify more demanding criteria forsome pupils?

� How can you extend the work for some pupils?

� How can you encourage depth for some pupilswhen all pupils do the same activity?

We are grateful to the following for permission to reproducecopyright material:

Crown copyright material (DfES/National Curriculum/SchoolsExamination and Assessment Council) is reproduced underClass Licence Number C01P0000148 with the permission ofthe Controller of HMSO and the Queen's Printer for Scotland.

QCA material (Schemes of work and extracts from NCActionwebsite), copyright © Qualifications and Curriculum Authority,reproduced with their permission.

Lloyd Ansell for 'Centring' activity from www.designow.org

Jeffrey Baumgartner for 'Brainstorming' activity, copyright ©JPB Creative Co. Ltd., from www.jpb.com.

The Centre for Alternative Technology Charity Ltd forfootprint activities, © The Centre for Alternative TechnologyCharity Ltd. For further examples of eco-footprinting activitiessee www.cat.org.uk/education or call 01654 705963.

The Design Council for activities based on resourcesoriginally provided in the 'Big Zipper' pack. This pack wasdeveloped with Enterprise Insight to help promote innovation,creativity, and entrepreneurship in schools and colleges. Forfurther information please visit:www.designcouncil.org.uk

The Design Museum, London, for activity from their'Designers in Action' CPD Programme.

The Design and Technology Association (DATA) for figurefrom DATA (1997), computerised designs on OHT 1.4a, andactivity from 'i-PAC, Inspirational Product Activity Cards'.

Hodder Murray for sample activities adapted from D & TChallenges Student Book, year 7, Royal College of ArtSchools Technology Project (Hodder & Stoughton, 1995),copyright © Royal College of Art Schools Technology Project1995.

Intermediate Technology Development Group (ITDG) foractivities developed by Brenda Hellyer

James Cook University Multi Media and Print Servicesfor adaptation of 'Mind-mapping' activity fromwww.maps.jcu.edu.au

Malcolm King, Design & Technology, Poltair CommunitySchool and Sports College for KS3 D & T programme.

School Examinations and Assessment Council(D/010/B/91) and the Central Office of Information(HMSO), for figure from The Assessment of Performance inDesign and Technology: the final report of the the APU design& technology project (1985-91), byKimbell R., Stables K., Wheeler T., Wozniak A., and Kelly V.

National Association of Advisers and Inspectors inDesign Technology (NAAIDT) for activity from theirpublication Think On, www.naaidt.org.uk

Young Foresight Ltd for materials from their design andtechnology programme.

To the following for photographs:

Acestock.com for photograph of children, OHT 1.4b

Alamy Images for the photographs used on pages 48 and124.

Alessi for photographs of a selection of their plastic and steelproducts. “9093” design Michael Graves, 1985 (Kettle withsmall bird-shaped whistle), “Inka” design Guido Venturini,2000 (Press filter coffee maker), “Cico” design StefanoGiovannoni, 2000 (Eggcup with salt castor and spoon),“Happy Spices” design Stefano Giovannoni, 1997(Shaker/container for spices), “Big-Ovo” design Joanna Lyle,1995 (Biscuit box), “Te ò” design Stefano Pirovano, 2000 (Tea-strainer with filter), *“Peppino” design Stefano Pirovano, 2000(Pepper mill), “Bimboveloce” design Mattia Di Rosa, 1996(Cake stand), “Kalistò” design Clare Brass, 1992 (Kitchenbox), “Girotondo” design King-Kong, 1996 (Key-ring), “Max lechinois” design Philippe Starck, 1990 (Colander), “Anna G.”design Alessandro Mendini, 1994 (Corkscrew), “AlessandroM.” design Alessandro Mendini, 2003 (Corkscrew), “Toffee”design Miriam Mirri, 2004 (Three-section sugar bowl), “Blowup” design Fratelli Campana, 2004 (Basket), “Alessibambino”design CSA – Lorenza Bozzoli – Massimo Giacon, 2003 (Childtable set composed of flat plate and bowl “Swa Swa”, glass“Swa Swa”, spoon, fork and knife “ Agli Ordini!”, placemat“Globe”, glass coaster “Spot” and cutlery rest “Sblob”),“Mami” design Stefano Giovannoni, 2003 (Pressure cooker).

Apple Computers for photograph of iPod, OHTs 1.4f & 1.4gwww.apple.com/uk/pr

John Birdsall Social Issues Photo Library for photographsused on pages 20,26,63,148,168,220,230,265,269 and 277

Sally and Richard Greenhill for photographs of traffic jamand lady with trolley, OHT 1.4b

Patrick Lin/Getty Images for photograph of Japanese girlwith screen, OHT 1.4g

Alan Sirulnikoff/Science Photo Library for photograph ofenvironmentally friendly house built from straw bales, usedtyres (not seen), and wood, OHT 1.4e

Kathy Smith, Design & Technology, Plumstead ManorSchool for photograph of products modelled by pupils.

SpeedStep for photograph, OHT 1.4a

V & A Images, The Victoria & Albert Museum, London forPunch and Judy Theatre, OHT 5.28

Although we have tried to trace and contact copyright holdersprior to publication, this has not been possible in every case.If notified, the publisher undertakes to rectify any errors oromissions at the earliest opportunity.


2 Design and technology: Framework and training materialsKey Stage 3 National Strategy

Acknowledgements

planning to teach the framework: short- and medium-term...

Documents