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Subject Knowledge Audit Design and Technology

Name: Route:

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Minimum Competences for Trainees to teach Design and Technology in Schools To be awarded Qualified Teacher Status it is important that you are able to demonstrate that you have secure knowledge and understanding of design and technology. You will be qualifying to teach secondary pupils and the professional standards for QTS (www.canteach.gov.uk) require that this knowledge and understanding should be at a standard equivalent to degree level.

In relation to specific phases you will need to consider the following requirements:

For Key Stage 3 you must know and understand the National Curriculum Programmes of Study for design and technology. You must know and understand the cross curricular expectations of the National Curriculum and be familiar with the guidance set out in the National Strategy for Key Stage 3. For Key Stage 4 and post 16 you must be aware of the pathways for progression through the 14-19 phase at school, college and work-based settings. You will need to be familiar with the Key Skills as specified by QCA and the national qualifications framework, and must know the progression within and from design and technology and be aware of the range of associated qualifications. You must understand how courses are combined in students‟ curricula. To this end at the Centre for Design and Technology Education at Sheffield Hallam University we have adopted the DATA (Design and Technology Association www.data.org.uk) model which sets minimum subject competences of the newly qualified design and technology teacher. Design and technology may be considered as four specialist fields of knowledge bound together by a common subject core. The specialist fields of knowledge include Food Technology, Materials Technology, Electronics and Communication Technologies and Textiles Technology. Each specialist field of knowledge can be considered at two levels. The first level can be considered as the knowledge and understanding that enables the newly qualified teacher to teach to KS3. The next level is the knowledge and understanding that enables the newly qualified teacher to teach to KS4 and beyond. In addition to the subject core, the minimum competence of a newly qualified design and technology teacher will enable them to teach one specialist field of knowledge to KS3 and a separate field to KS4 and beyond. The model can be illustrated by the diagrams overleaf.

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Diagrammatic representation of the DATA model of minimum competences Core There are 17 separate elements that need to be considered for core competences.

Specialist Fields

There are four specialist fields. Each field has designing (d), making (m) and knowledge and understanding (ku) components.

Food Technology

Materials

Technology

ECT Textiles

Technology

KS3

KS4+

D

M

KU D

D

D

M M

M

KU

KU

KU

CORE

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Audit Snapshots Audit snapshot in September

Audit snapshot in February

Final audit snapshot in May

Use the auditing sheets on the following pages to interpret your own subject knowledge profile with respect to the DATA model for minimum competences. Use the diagrams to keep a visual record of your developing subject knowledge at key points in the professional year.

Food Technology

Materials

Technology

ECT Textiles

Technology

KS3

KS4+

D

M

KU D

D

D

M M

M

KU

KU

KU

CORE

Food Technology

Materials

Technology

ECT Textiles Technolog

y

KS3

KS4+

D

M

KU D

D

D

M M

M

KU

KU

KU

CORE

Food Technology

Materials

Technology

ECT Textiles

Technology

KS3

KS4+

D

M

KU D

D

D

M M

M

KU

KU

KU

CORE

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It will be important for you to monitor you own personal Design and Technology subject knowledge profile now and as the course and your subsequent teaching career develops. This audit will enable you to understand your strengths and identify areas for development. It will enable you to take the appropriate options during the course and will provide information to your mentor to ensure you get the most from your school placements. The profile will also help you to apply for an appropriate teaching post and, in the longer term, to plan you professional development.

You will be asked to consider your own competence in relation to a number of specific statements taken directly from the DATA documentation. In the first instance you will need to consider each of the statements in relation to your own feelings of confidence. As the course progresses and you develop an understanding of the subject in a school based context you will be able to consider each statement in relation to the level needed to teach at a each key stage (and achieve competence at a particular level). Complete your self evaluation on the proformas provided at each of the suggested points (September, February and May). Aggregate and record the information on the “snapshot” diagrams. This documentation will form the basis of discussions with your mentor and academic tutor.

Core competences in the context of design and technology It is the intention that the core competences described below should be integrated with the specialist fields‟ competences, and they should therefore be read in conjunction with the subject-specific fields of knowledge which follow. All student-teachers should cover the core competences, regardless of the specialist fields.

What to do… September

Read the statements describing the Minimum Competences for Trainees to Teach Design and Technology

Tick the “Sept” box next to each statement you think you have achieved. Consider what evidence is available to support this. If there is some physical evidence (lesson plan, artefact etc) archive this for use in your electronic portfolio. If the competence has been demonstrated to a tutor or a mentor, get them to initial your tick.

Colour the corresponding segment in the Audit Snapshot diagrams

Revisit the audit at least in February and May. Use the audit to discuss your subject knowledge profile with your mentor and academic tutor and to plan your personal development.

Food Technology

Materials

Technology

ECT Textiles Technolog

y

KS3

KS4+

D

M

KU D

D

D

M M

M

KU

KU

KU

CORE

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Core competences Newly qualified teachers should be able to do the following: Competence Example Sep Feb May

C1 Understand and use a range of strategies and approaches to identify and clarify opportunities for design.

Exploring the impact of ideas, design decisions and technological advances and how these provide opportunities for new design solutions; analysing existing products and solutions; evaluating the needs of users and the context in which products are used, including observations of how well they function.

C2 Compile a design brief and respond creatively to it, developing their own proposals and producing specifications for products. Know that a product design specification has a number of requirements.

Functional, aesthetic, economic, technical, environmental, ethical and social dimensions and use these to evaluate ideas throughout designing and making.

C3 Research a wide range of information sources appropriate to the design activity being undertaken, texts, web-based, data from primary research, etc.

Analyse, interpret and select appropriate information to inform their designing.

C4 Use creative thinking strategies to generate a wide range of innovative ideas when designing.

Mind mapping, mood boards, thinking hats strategy, exploring and experimenting with ideas, materials, technologies and techniques.

C5 Make links between principles of good design, existing solutions and technological knowledge to develop innovative products and processes.

C6 Generate, develop, model and communicate ideas in a range of appropriate ways; this will depend on the specialist fields and the nature of the design and technology activity within that field.

May include sketches, samples, swatches, 3D models, graphs, digital images, prototypes, virtual models, photographs.

C7 Reflect critically throughout development and manufacture when evaluating and modifying ideas and design proposals.

Use the specification as a guide throughout the design and production of products and systems.

C8 Apply knowledge, understanding and practical skills in a range of materials, ingredients and technologies to design and manufacture products or systems within the relevant specialist fields.

C9 When planning and conducting design and technological activities, give due regard to the health and safety of their pupils, themselves and other adults and be aware of current, relevant health and safety responsibilities, legislation and liability.

For more detail regarding all aspects of health and safety refer to „Health and Safety Training Standards in Design and Technology‟, D&T Association 2007

C10 Demonstrate an understanding of the criteria used to judge the quality of products.

Fitness for purpose, the extent to which needs are met, visual and sensory elements of products and systems and whether resources have been used appropriately.

C11 Demonstrate awareness of industrial methods and approaches to design, manufacture and quality control of production.

Batch, mass and continuous flow production.

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C12 Understand that products have impact beyond meeting their original purpose and know how to assess products in terms of sustainability.

C13 Judiciously use digital and other contemporary technologies to enhance teaching and learning as well as practice in design and technology.

C14 Understand the historical and current rationale for design and technology education within the school curriculum, across primary and secondary phases, its links with other subjects as well as its contribution to the cross-curriculum dimensions.

These include identity and cultural diversity, healthy lifestyles, community participation, enterprise, global dimension and sustainable development, technology and the media, creativity and critical thinking.

C15 Understand the distinctive contribution design and technology makes towards the development of practical skills in literacy, numeracy and ICT.

C16 Understand how design and technology contributes to the development of a range of personal, learning and thinking skills.

Such as independence, enquiring, creative and reflective thinking, team-working.

C17 Nurture a creative teaching and learning environment where pupils feel confident and safe to experiment, explore and take risks.

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Materials Technology Newly qualified teachers should be able to do the following:

Designing

Sept

Fe

b

Ma

y

Sept

Fe

b

Ma

y

Key Stage 3

Key Stage 4 and beyond

M.D.3.1 accurately sketch construction details which show how wood, metal and plastics can be used to make artefacts, including freehand sketching.

M.D.4.1 accurately sketch construction details, using, where appropriate, recognised conventions which show how a wide range of materials might be used to make artefacts.

M.D.3.2 accurately draw construction details using formal drawing techniques, to show how wood, metal and plastics can be used to make artefacts (e.g. orthographic drawing);

M.D.3.3 make use of modelling techniques to model artefacts made in wood, metal and plastics (using basic modelling materials such as straws, foam, card, polymorph);

M.D.4.3 more complex models can be used to test a technological principle (e.g. using commercial kits or components to test a mechanical movement using cams or linkages);

M.D.3.4 use fundamental computer solid modelling techniques i.e. extrusion and revolving, to develop and test design ideas;

M.D.4.4 use fundamental computer solid modelling techniques i.e. lofting and sweeping to manufacture from 3D toolpaths (e.g. curvilinear shapes)

M.D.3.5 create simple assemblies of computer generated solid models to confirm the accurate interaction of separate components;

M.D.4.5 create complex assemblies of computer generated solid models to confirm the accurate interaction of separate components (e.g. a cam system showing rotary to linear motion);

M.D.3.6 create 3D computer rendered images which clearly show the desired surface qualities (e.g. colour, texture of design ideas);

M.D.4.6 generate detailed working drawings using CAD, including assembly, parts and sectional views.

M.D.3.7 generate working drawings using CAD, (e.g. cutting lists, dimensioning and appropriate BS conventions);

M.D.4.7 create computer simulations and animations to test product function.

M.D.3.8 access design data, using IT relating to for example the properties of materials, standard sizes, fixings, adhesives and components;

M.D.3.9 create spreadsheets related to the costings of materials;

M.D.4.9 undertake spreadsheet analysis for costings and simulation of batch production;

M.D.3.10 investigate and disassemble and evaluate a range of manufactured products made from wood, metal and plastics, identifying the processes involved in their production;

M.D.4.10 investigate, disassemble and evaluate a range of products made from resistant materials including modern materials and smart materials;

M.D.3.11 identify and investigate the manufactured technologies used to make a range of artefacts (e.g. injection moulding, sand casting).

M.D.4.11 analyse and investigate the advanced manufacturing industrial technologies used to make modern mass produced consumer products;

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M.D.3.12 analyse and investigate the visual and other sensory qualities in materials when analysing artefacts (e.g. colour, texture, smell);

M.D.4.12 analyse and investigate the visual and other sensory principles when analysing artefacts (e.g. balance, harmony, proportion);

M.D.3.13 show awareness of different cultures and recognise the influences on the development of products (e.g. design movements, lifestyles, consumer values);

M.D.4.13 recognise the importance of new technologies, innovations and inventions in the design of consumer products;

M.D.3.14 use fundamental computer solid modelling techniques i.e. extrusion and revolving, to develop and test design ideas.

M.D.4.14 consider a range of products and evaluate their impact on the environment.

M.D.3.15 recognise that the materials used in a product have a life cycle that may continue beyond the life of a product.

M.D.4.15 recognise the need to consider the reuse or suitable disposal of materials used in product design.

M.D.3.16 consider how products are designed with regard to sustainability.

M.D.3.17 consider the impact on society of a range of products.

M.D.4.17 analyse the social consequences of automated mass-production systems (e.g. robotic assembly lines).

M.D.3.18 consider how the physiological aspects of ergonomics can influence the design of products (e.g. anthropometrics, dynamic movement).

M.D.4.18 consider how the psychological aspects of ergonomics can influence the design of products (e.g. colour, shape and semiotics can be used to convey meaning in products).

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Making

Sept

Fe

b

Ma

y

Sept

Fe

b

Ma

y

Key Stage 3

Key Stage 4 and Beyond

M.M.3.1 use the properties and working characteristics of wood, metal plastics to meet design requirements (including modern materials such as polymorph, anodised aluminium);

M.M.4.1 use the properties and working characteristics of a range of resistant materials including smart materials such as thermochromic film and EL panel;

M.M.3.2 accurately mark out, using appropriate hand tools and take account of critical dimensions and tolerances when using wood, metal and thermoplastics (e.g. engineers squares, marking gauges, centre punch, odd leg callipers);

M.M.4.2 accurately measure and mark out considering appropriate tolerances when using both precision hand tools and machines, during the manipulation of a wide range of resistant materials (e.g. vernier calipers, micrometer);

M.M.3.3 accurately cut and waste, by hand and basic machines (e.g. pillar drill and band saw), wood, metal, and plastics to efficiently achieve appropriate fit and finish;

M.M.4.3 accurately cut and waste, by using machines (e.g. centre lathe, vertical and horizontal milling), wood, metal, plastics to efficiently achieve precision fit and quality finish;

M.M.3.4 accurately deform, form, and fabricate by hand and using basic machines (such as line bender, vacuum former, punch tools and jigs), wood, metal and thermoplastics;

M.M.4.4 accurately deform, form and fabricate using appropriate methods with a range of materials using complex equipment (e.g. spot welder, vacuum bagging and metal casting) and machine tools (e.g. box folder and jigs);

M.M.3.5 effectively join wood, metal and thermoplastic using appropriate hand techniques and basic fixing methods (e.g. wood joints, knock down fittings, soldering, brazing, adhesives etc);

M.M.4.5 effectively join a range of materials using advanced techniques, complex equipment and appropriate machine (e.g. spot welder, complex knock-down fittings);

M.M.3.6 make use of CAM prototyping to fully realise small product prototypes (e.g. rapid prototyping, laminate assemblies).

M.M.4.6 effectively use CAM to integrate product prototypes that combine various technologies (e.g. control circuits into manufactured products).

M.M.4.7 recognise that systems and control can be integrated with a range of materials to design and make artefacts (e.g. EL panel and textiles, mechanisms and electronics (mechatronics).

M.M.3.8 consider how, during making, the sensory qualities of materials may influence the development of the designed artefact (e.g. colour, texture).

M.M.4.8 consider how, during making, the qualities and properties of the materials may influence the development of the designed artefact (e.g. balance, harmony, proportion).

M.M.3.9 recognise and use a range of finishing techniques for wood, metals and plastics.

M.M.3.10 develop a range of craft skills to manufacture quality outcomes which meet design specifications.

M.M.4.10 demonstrate knowledge of the relationship between skill and quality when using and applying a wide range of materials and manufacturing techniques.

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Knowledge and Understanding

Sept

Fe

b

Ma

y

Sept

Fe

b

Ma

y

Key Stage 3

Key Stage 4 and beyond

M.K.3.1 consider and analyse the physical and working properties, at a micro level, of common woods, metals and plastics (e.g. tensile strength, ductility, malleability, ease of moulding and how this is related to the micro arrangement of particles and fibres in the material);

M.K.4.1 consider and analyse the physical, chemical and working properties at a micro level of a wider range of woods, metals and plastics (including modern and smart materials), and how the micro arrangement of particles and fibres in the material influence macro properties;

M.K.3.2 understand the classification of wood, metal and plastics, according to their micro-structure (e.g. thermoplastics and thermosets);

M.K.4.2 understand, at a micro level, how materials can be combined and processed to create useful properties (e.g. the principle of composite materials);

M.K.3.3 understand and recognise the elements of 'quality' in manufacture.

M.K.4.3 demonstrate an understanding of the relationship between skill and quality in the production of artefacts in a range of manufacturing contexts.

M.K.3.4 understand how the structure of wood, metal and plastics, at a macro level, influence use and effectiveness (e.g. cellulose layering, metal particle layers and arrangements of polymer chains).

M.K.3.5 understand and recognise the importance of structural configuration when using wood, metal, plastics (e.g. space frame, monocoque, cantilever).

M.K.4.5 understand how materials are combined together in a structural way to resist forces (e.g. carbon fibres, Kevlar, and aluminium honeycomb).

M.K.3.6 understand how wood, metal and plastics resists forces, such as compression, tension, torque and bending.

M.K.3.7 understand how a wide range of standardised components influence manufactured products.

M.K.3.8 understand how the origin and transportation of materials can have implications for sustainability.

M.K.4.8 understand how materials can be sourced with sustainability as a specific requirement for a product.

M.K.3.9 know how materials can be reused and recycled to extend their useful life.

M.K.4.9 know how reused and recycled materials can be integrated into high quality product design.

M.K.3.10 understand how the cultural and historical use of materials can influence their use in modern contexts.

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Food Technology Newly qualified teachers should be able to do the following:

Designing

Sept

Fe

b

Ma

y

Sept

Fe

b

Ma

y

Key Stage 3

Key Stage 4 and beyond

F.D.3.1 use strategies to generate, develop, model and communicate ideas to develop food products (e.g. mind mapping, mood boards, image boards, annotated sketches, product analysis, spreadsheets).

F.D.4.1 use a range of creative and innovative strategies to develop original food products (e.g. concept development, attribute analysis).

F.D.3.2 explore a variety of research methods including the internet, newspaper articles, existing surveys, magazines etc.

F.D.4.2 access resources to inform food product development (e.g. websites used by food manufacturers).

F.D.3.3 investigate, research and evaluate food products, historic and current, from different cultures, and consider implications for the future.

F.D.4.3 analyse and evaluate a range of existing products to inform decisions during food product development, including ingredient analysis, nutritional analysis and costing.

F.D.3.4 use simple analysis techniques when developing food products (e.g. ranking tests, surveys) and use this information to inform designing and making.

F.D.4.4 devise and apply testing procedures when developing food products (e.g. triangle tests).

F.D.3.5 investigate and select appropriate ingredients and components, including modern and smart ingredients

F.D.4.5 apply knowledge of ingredients, including modern and smart ingredients and production processes when developing food products that are fit for purpose.

F.D.3.6 use ICT (word processing, DTP, clipart, simple databases, tables, charts and spreadsheets) to communicate and present ideas, results and decisions.

F.D.4.6 use an appropriate range of ICT and graphic techniques to generate, develop, model and communicate design proposals in an interesting and creative way (e.g. digital media and CAD).

F.D.3.7 take account of health, aesthetic, environmental, technical, economic, ethical and social implications on food product development ideas.

F.D.4.7 consider the conflicting demands of moral, cultural, economic, social values and needs of the end user to design and develop food products.

F.D.3.8 critically evaluate products to inform development ideas, taking into account the needs of the user (e.g. ethics, values, traditions, health and available resources).

F.D.4.8 reflect critically when modifying and evaluating ideas to improve food products, taking into account the design specification.

Making

Key Stage 3 Key Stage 4 and beyond F.M.3.1 plan and organise procedures for the preparation, cooking and presentation of food products (e.g. flowcharts).

F.M.4.1 plan and organise procedures for testing components and making food products, taking into consideration technical issues relating to the making/manufacturing process.

F.M.3.2 demonstrate competence in a range of practical skills (cutting, boiling, steaming, frying, cake-making, pastry-making) to prepare and cook food products and dishes.

F.M.4.2 Demonstrate skill in a wide range of practical skills (meat preparation, fish preparation) and quality control procedures to prepare, cook and present single or multiple food products and dishes.

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F.M.3.3 select and use a range of small hand and electrical equipment, safely and efficiently, and can evaluate the most appropriate to use in different circumstances (e.g. food mixers, food processors, blenders).

F.M.4.3 select and use a wide range of mechanical and electrical equipment to ensure a high quality product, and able to select the most appropriate equipment for required outcome (e.g. mixture consistency.)

F.M.3.4 prepare and cook food products and dishes using standard recipes.

F.M.4.4 adapt standard recipes to meet specific consumer requirements.

F.M.3.5 select ingredients (including smart and modern), for a range of different purposes, taking into account sustainability and nutritional, functional and sensory properties.

F.M.4.5 confidently select ingredients (including smart and modern) for a range of different purposes, taking into account sustainability, nutritional, functional and sensory properties.

F.M.3.6 critically evaluate the needs of the consumer to prepare and make food products which are fit for purpose.

F.M.4.6 use testing, modification and critical evaluation to prepare and make quality products suitable for the intended user.

F.M.3.7 take account of healthy eating models relating to a balanced diet and specific dietary needs (e.g. vegetarians, coeliacs, religious dietary needs) when planning and cooking food products.

F.M.4.7 prepare and cook innovative food products that take account of the needs of specific members of society.

F.M.3.8 work individually or in a team to prepare, shape, form, mix, assemble and finish ingredients or component products.

F.M.4.8 understand and apply systems and procedures used in food manufacturing (e.g. CAM, Quality Control).

F.M.3.9 establish good hygiene and safety practices when working with food (e.g. understand and use the concept of HACCP).

F.M.4.9 work accurately and efficiently, establishing high standards of hygiene and safe practice.

F.M.3.10 have, as a minimum, the Level 2 Food Safety Certificate.

F.M.4.10 Have, as a minimum, the Level 2 Food Safety Certificate.

Knowledge and Understanding

Key Stage 3

Key Stage 4 and beyond

F.K.3.1 understand how the needs of the consumer are applied to food product development.

F.K.4.1 know how consumer needs, and the influences of advertising and marketing, impact on the development and retailing of food products.

F.K.3.2 know the main nutrients (e.g. proteins, carbohydrates, fats, vitamins, minerals and fibre) and their effects on health.

F.K.4.2 demonstrate a detailed knowledge of macro and micro nutrients and their effects on health.

F.K.3.3 know current dietary recommendations and understand how to achieve a balanced and varied diet for good health.

F.K.4.3 apply knowledge of current recommendations to meet specific nutritional needs of target groups.

F.K.3.4 understand that ingredients can be classified according to their physical and working properties and characteristics (e.g. a gel, a sol, a temporary or permanent emulsion, a foam, a colloid).

F.K.4.4 know the structural and performance characteristics of foods and their role in food products; and apply this to the selection of preparation and cooking techniques (e.g. protein – coagulation, carbohydrates – gelatinisation and dextrinisation, and fatshydrogenisation).

F.K.3.5 understand how to manipulate and combine ingredients and ready-made food components to create a food product, including modern and smart foods and their main functions.

F.K.4.5 know how to use different ingredients (e.g. thickening agents, raising agents, modified starches, emulsions, foams) to develop an innovative food product.

F.K.3.7 know how food can be preserved and understand the economic and nutritional impact (e.g. jam making, freezing, pickling, dehydration).

F.K.4.7 know how the shelf life of a product can be extended; understand the food science of preservation processes and the implications of these on the end user and the environment.

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F.K.3.8 understand the use of additives in food production and how they can enhance nutritional, functional and sensory properties (e.g. flavours, colours, preservatives).

F.K.4.8 understand the use of natural and artificial additives in food products, for preservation, colouring, flavouring and emulsification, and aware of the implications of additives on health and the environment.

F.K.3.9 know what packaging materials are used for food products and understand the economic and environmental implications related to food packaging.

F.K.4.9 know current labelling requirements and legislation that governs food labelling.

F.K.3.11 know how to scale up ingredients for batch production.

F.K.4.11 know how to plan and produce a manufacturing specification in order to make a prototype in quantity (including one off, batch, mass and continuous flow).

F.K.3.12 critically reflect when evaluating and modifying food products.

F.K.4.12 critically reflect and evaluate during the developmental stages of a food product prototype.

F.K.3.13 respond to briefs by developing proposals and producing specifications for food products.

F.K.4.13 respond to briefs by carrying out modification and reformulation by changing ingredients, quantities and processes.

F.K.3.14 understand how food products reflect the needs, beliefs, ethics and values of consumers and how the products impact on lifestyle and choice.

F.K.4.14 understand social, economic, cultural and environmental issues related to the preparation and manufacture of food products (i.e. packaging materials/scarce resources/transport costs/sustainability / GM foods/organic/religious and cultural preferences).

F.K.3.15 know how to correctly store food ingredients and products prior to, and after, preparation and making.

F.K.4.15 understand the need for correct storage of food including monitoring and temperature control and the effect this may have on the food. (e.g. dry goods, high risk foods).

F.K.3.16 know the causes and prevention of food poisoning.

F.K.4.16 understand the need for appropriate hygiene and safety procedures at all stages during food production, such as sell by dates and cross contamination, and aware of the risks of physical, chemical and biological contamination.

F.K.3.17 be aware of the effects of social, cultural, economic and environmental factors on food choice (e.g. health, religion, cost, life style, availability and 'nonrenewable‟).

F.K.4.17 understand the economic, ethical, social and cultural influences on the design, production and sale of food products, e.g. packaging, scarce resources (seasonal foods), transport costs (food miles), sustainability, quality, religious and cultural preferences, GM/organic/free range foods, Fair Trade, Farm Assured products.

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Electronics and Communication Technologies (ECT) Newly qualified teachers should be able to do the following:

Designing

Sept

Fe

b

May

Sept

Fe

b

Ma

y

Key Stage 3

Key Stage 4 and beyond

E.D.3.1 make creative use of commercial electronic modules when designing products in other material areas (e.g. sound modules, digital sound recorders, radio modules).

E.D.3.2 understand and use a systems approach when designing with electronics.

E.D.4.2 creatively develop control systems through the interconnection of kits, components and subsystems.

E.D.3.3 understand and use graphical computer control languages to design control solutions.

E.D.4.3 use control programming languages to develop efficient control solutions.

E.D.3.4 use appropriate computer software to design and simulate simple electronic circuits using a systems approach.

E.D.4.4 use software to design, model, simulate and analyse electronic circuits.

E.D.3.5 design simple mechanical solutions incorporating cams, levers, gears and pulleys and use software to simulate designs.

E.D.3.6 analyse the design of mechanical electrical and electronic products in terms of who they have been designed for, the design features that suit them to these users and their technical operation at a systems level.

E.D.4.6 make use of their technical understanding of components and systems to analyse and describe the operation of mechanical, electrical and electronic products and how they could be developed for future use.

E.D.3.7 recognise that the development of new technologies creates product design opportunities and be confident in citing contemporary examples.

E.D.4.7 demonstrate an understanding of expected future developments in electronics and communication technologies and convey these clearly (e.g. new consumer products brought about by the „digital revolution‟, embedded computer technology to produce „smart‟ products, the convergence of information systems via network technologies).

E.D.3.8 produce and interpret, simple circuit diagrams using correct British Standard symbols; produce and interpret, systems diagrams; produce and interpret, flow charts; use simple formulae to communicate principles and concepts.

E.D.4.8 create and interpret system construction and functional information and communicate it by means of circuit diagrams, flowcharts, systems diagrams, truth tables, graphs, tables, appropriate formulae and mechanical diagrams.

E.D.3.9 present, and interpret, data on systems or subsystems.

E.D.4.9 interpret and use manufacturers datasheets for a range of components; create and interpret clear and precise manufacturing information for control systems.

E.D.3.10 develop clear user instructions for control systems.

E.D.4.10 develop user interfaces for control systems through the selection of appropriate input, process and output components to ensure best effectiveness in meeting a design brief.

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Making Key Stage 3 Key Stage 4 and beyond E.M.3.1 systematically construct and test simple circuits using stripboard and preprepared printed circuit board

E.M.4.1 model and test system building blocks making effective use of system modelling techniques (e.g. breadboarding; computer simulation);

E.M.3.2 use microcontroller modules with appropriate electronic sensors and actuators.

E.M.4.2 understand how computers, microcontrollers and electronic circuits can be used to control a range of actuators (e.g. electrical, mechanical, hydraulic, pneumatic).

E.M.3.3 use appropriate computer software to design and make printed circuit boards (PCBs);

E.M.4.3 use appropriate computer software to design and simulate printed circuit boards (PCBs) that are well matched to product casing and take into account the need for circuit testing; produce circuit boards which have been developed with the relevant software.

E.M.3.4 prototype simple mechanical solutions incorporating cams, levers, gears and pulleys.

E.M.3.5 analyse the manufacture of a range of mechanical, electrical and electronic products in terms of how the manufacturing processes and materials enable production at an appropriate speed and cost.

E.M.4.5 describe the advanced manufacturing industrial technologies used to manufacture modern mass produced consumer electronic products (e.g. surface mounting techniques, automated assembly, rapid prototyping, injection moulding).

E.M.3.6 use systems based understanding to describe the operation of a manufactured circuit.

E.M.4.6 analyse the performance of systems in order to fault find using a range of appropriate test equipment (e.g. multimeter, logic probe, scilloscope).

Knowledge and Understanding

Key Stage 3

Key Stage 4 and beyond

E.K.3.1 understand that mechanical, electrical and electronic systems can be interconnected to achieve different purposes.

E.K.4.1 understand the requirements for interfacing between sensors and processors (e.g. signal conditioning and analogue to digital conversion). Understand the requirements for interfacing between processor and output stages when devices require higher power than the processor can deliver.

E.K.3.2 understand the basic units of electricity (use resistance equation to calculate current, voltage and resistance). Understand the use of resistors (determine values using colour code). Have knowledge of capacitor types and values and their use for d. c. smoothing. Understand the function of a diode. Use LED‟s and calculate series resistor. Use buzzers and piezo sounders. Use a range of switch types for input. Use light dependant resistors and thermistors for inputs to systems.

E.K.4.2 use appropriate equations to support the design and analysis of electrical, electronic and mechanical control systems (e.g. formulae for power, potential dividers, amplifier gain, simple and compound gear systems, pulleys, levers). Understand the differences between bipolar and MOSFET transistors and be able to interface these amplifiers between low power source devices and the higher power demands of some output devices. Understand and use the thyristor (SCR).

E.K.3.3 understand the use of potential divider circuits with sensors and use them in switching circuits. Have some awareness of the transistor traditionally being used as a switch.

E.K.4.3 understand the operation of a wide range of input and output devices and use this knowledge to make considered judgements in selecting appropriate components for a design situation.

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E.K.3.4 understand that data can be transferred across a distance both with and without wires.

E.K.4.4 understand the principles of a range of techniques for transferring data between control systems separated by a distance (e.g. infra red and radio and their associated coding systems to ensure integrity).

E.K.3.5 use programming software to simulate the control of simple products.

E.K.4.5 use programming software to simulate sophisticated systems that are able to control and respond to a wide range of external devices.

E.K.3.6 Use programming software to programme a microcontroller (PIC) for simple stand-alone control using digital inputs and low current outputs (e.g. LED‟s, sounders), as typically found on

commercially available educational kits.

E.K.4.6 incorporate programmable devices into control solutions (e.g. PIC based microcontrollers). Be able to use both analogue and digital inputs to control systems and be able to interface high current devices (e.g. motors) to the PIC outputs.

E.K.3.7 describe feedback as a signal loop in a system diagram and understand how it is used in control systems to ensure that operations are achieved successfully (e.g. limit switches and thermostats).

E.K.4.7 use systems diagrams and flowcharts appropriately to describe the operation of continuous and sequential control systems.

E.K.3.8 understand the relationship between decimal numbers and the storage of these numbers in binary format within a Microcontroller. Use truth tables to describe and solve simple logic problems which include AND and OR functions. Have an awareness of logic gates such as AND, OR, NOT.

E.K.4.8 analyse and design more complex microcontroller based systems. Understand the difference between binary numbers and the binary coded decimal (BCD) format which may be needed for display. Understand the differences between parallel and serial data output including baud rate.

E.K.3.9 describe a range of simple mechanical levers, devices and drive systems including the forms of mechanical movement and the use of mechanisms to translate between them. Appreciate the need for supporting structures in the construction of mechanical and electromechanical systems.

E.K.4.9 understand the principles of use of an appropriate range of mechanisms, including considerations of power transfer (e.g. simple and compound gear trains, pulley systems, cams). Understand the relationships between force, distance, speed, torque and efficiency with these devices.

Electronics in Society Key Stage 3

Key Stage 4 and beyond

E.S.3.1 discuss the social and environmental consequence of using new technologies including the design of products to facilitate „end of life‟ re-cycling.

E.S.4.1 be aware of the environmental impact resulting from changes in consumer attitudes, e.g. the tendency of society to move away from product replacement at „end of life‟ and towards replacements when newer products emerge.

E.S.3.2 be aware of emerging renewable energy sources and the role of electronics in their implementation.

E.S.4.2 be aware of the increased energy efficiency of new products and contrast such gains with the carbon footprint caused by initial manufacture and subsequent disposal.

E.S.3.3 be aware of the increasing loss of privacy through electronic surveillance systems contrasted with the increased levels of security which such systems can provide.

E.S.4.3 describe the social and environmental impacts of a range of products and manufacturing systems e.g. improved worldwide mass communications through cellular networks and contrast with the environmental consequences of (for example) disposable batteries.

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E.S.4.4 be aware of the economic reasons

behind the digital revolution in electronics where the use of embedded microprocessors has superseded the traditional dedicated analogue circuitry.

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Textiles Technology Newly Qualified Teachers should be able to do the following:

Designing

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Key Stage 3

Key Stage 4 and beyond

T.D.3.1 make and adapt simple flat patterns for unstructured clothing and other products;

T.D.4.1 draft and adapt more advanced/complex flat patterns and use appropriate modelling techniques, i.e. drafting, scale blocks, grading, fitting;

T.D.3.2 make simple paper models; T.D.4.2 know how models and patterns are drafted and used in industry.

T.D.4.3 show an understanding of design in creating fabric structures such as use of knitting machine, and weaving looms).

T.D.3.4 make simple calico models/toiles. T.D.4.4 construct toiles for garments and other products.

T.D.3.5 use ICT to explore and create shape, pattern and colourways.

T.D.4.5 use a wide range of sophisticated ICT software and hardware for exploring shape, pattern and colourways.

T.D.3.6 use ICT databases to access information for designing and making e.g. product analysis, fabric properties, fashion, styles.

T.D.4.6 show an understanding of industrial uses of information technology in producing fibres, yarns and fabrics.

T.D.3.7 use CAD/CAM to enhance fabrics (e.g. embroidery software and hardware, draw and paint packages for stencils, transfer and sublimation printing, laser cutting).

T.D.4.7 use CAD/CAM to assist the designing of more advanced products (e.g. computerised knitting, plotting, computerised embroidering and plotting, laser cutting).

T.D.3.8 make simple representational and technical drawings – fashion and product.

T.D.4.8 use fashion illustration techniques and technical fashion drawing conventions as used in industry.

T.D.3.9 use small scale commercial design/presentation techniques, (e.g. mood boards, story boards, mind maps, sketching, modelling).

T.D.4.9 demonstrate a high level of skill in the production of commercial display techniques, (e.g. mood boards, story boards).

T.D.3.10 use strategies to plan and communicate accurate making (e.g. flow charts, pattern conventions, orders of work).

T.D.4.10 produce pattern layouts for different fabric widths.

Making

Key Stage 3

Key Stage 4 and Beyond

T.M.3.1 use a range of techniques for adding colour, pattern and texture finishes (e.g. dyeing, printing, laser cutting, embroidering, appliqué).

T.M.4.1 demonstrate more advanced application of appropriate techniques for adding colour, pattern and texture finishes (e.g. dyeing, printing including ICT, puff binder, embroidering, devoré).

T.M.3.2 use simple tests to identify the properties of fabrics.

T.M.4.2 be aware of and have an understanding industry based fabric tests.

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T.M.3.3 simulate technical finishes (e.g. waterproofing).

T.M.3.4 use basic pattern marking conventions (e.g. grain, cutting, fold and stitching lines).

T.M.4.4 use a wide range of pattern marking conventions (e.g. numbered balance marks, placement markings).

T.M.3.5 use fabrication and manipulation techniques (e.g. darts, pleats).

T.M.4.5 use more complex shaping processes (e.g. gussets, inserts, fully fashioning).

T.M.3.6 use knowledge of fabric construction grain, strain and loads in designing and making.

T.M.4.6 show awareness of industrial testing processes, industry standards and tolerances.

T.M.3.7 apply simple fastenings (e.g. Velcro, button/ holes, zips).

T.M.4.7 apply a greater range of fastenings to a commercial standard.

T.M.3.8 use simple techniques for making and finishing seams (open seams, overlocked seams).

T.M.4.8 use more complex techniques as appropriate (double machine stitched seams, neatened open seams).

T.M.3.9 use simple reinforcing techniques, e.g. fusible web.

T.M.4.9 use complex reinforcing techniques, e.g. facing/interfacings, casing, boning.

T.M.3.10 make edge finishes – machine hems, swing needle stitches, overlockers.

T.M.4.10 make a wide range of edge finishes e.g. hems/frills, binding, piping, facings.

T.M.3.11 safely and accurately use cutting tools (e.g. scissors, shears).

T.M.4.11 use a wide range of cutting tools where appropriate (e.g. knives and rotary cutters).

T.M.3.12 demonstrate safe and accurate use of machines and overlockers.

T.M.4.12 demonstrate safe, advanced/creative use of machine technology, e.g. free machine technology, dedicated embroidery machines, embellishers, buttonholing.

T.M.3.13 have gained the Design and Technology Association (or other appropriate) certification for Health and Safety for secondary teachers in the core and in textiles technology.

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Knowledge and Understanding

Key Stage 3

Key Stage 4 and beyond

T.K.3.1 classify fibres, yarns and fabrics; T.K.4.1 understand industrial production of fibres, yarns, fabrics.

T.K.3.2 understand how properties affect choice and use of fibres, yarns, fabrics;

T.K.4.2 understand how to exploit properties of fibres, yarns and fabrics to create desired effects.

T.K.3.3 know about construction and finishing techniques for fibres, yarns and how such techniques can enhance both technical and aesthetic properties;

T.K.4.3 show understanding of industrial processes and technological fabrics and finishing fabrics including use of advances in CAD/CAM;

T.K.3.4 be aware of the properties of a range 'smart' and modern materials.

T.K.4.4 have a wide knowledge and understanding of the properties of, and use of, modern and 'smart' industry based textiles;

T.K.3.5 understand the principles of making in quantity;

T.K.4.5 understand industrial production processes (e.g. quality control and assurance, costing, couture/custom made, batch, and mass production).

T.K.3.6 understand input, process and output in mechanical, electrical and electronic textiles equipment including CAD/CAM.

T.K.4.6 use individual design work in combination with input, process and output in mechanical, electrical and electronic textiles equipment including CAD/CAM.

T.K.3.7 understand and apply the principles of sustainable materials where possible/appropriate.

T.K.4.7 understand and apply the principles of sustainable materials where possible/appropriate.