the framework - training module 1

8/10/2019 The Framework - Training module 1

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Design and technology: Framework and training materials

Training module 1

The Framework the visionPresenters notes

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Crown copyright 2004

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82 Design and technology: Framework and training materials

Key Stage 3National Strategy | Module 1: The Framework the vision | Presenters notes


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Contents

Overview of the module 83

Objectives 83

Session outline 83

Resources 83

Pre-course task 84

Session notes 85

1.1 Introduction 85

1.2 Sharing the vision where are we trying to get to? 95

1.3 Sharing the vision activity 91

1.4 Creating this vision translating the vision into strands 93

1.5 Creating this vision refining the strands into objectives 94

1.6 Creating this vision aligning the strands to the programme of study 96

1.7 Creating this vision building blocks 97

1.8 Putting the Framework into practice an overview 100

1.9 Focus of the scheme for design and technology 103

1.10 Links 105

Handouts 107

OHTs 115


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Overview of the module

Objectives

To understand the background to the Framework

To take a first look at the Framework

To understand the reasons for focusing on team planning for progression and

developing pupils designing skills, autonomy, creativity, team-working and

reflective skills

Session outline Timing

1.1 Introduction 5 minutes

1.2 Sharing the vision where are we trying to get to? 15 minutes

1.3 Sharing the vision activity 20 minutes

1.4 Creating this vision translating the vision into strands 5 minutes

1.5 Creating this vision refining the strands into objectives 5 minutes1.6 Creating this vision aligning the strands to the 2 minutes

programme of study

1.7 Creating this vision building blocks 10 minutes

1.8 Putting the Framework into practice an overview 15 minutes

1.9 Focus of the scheme for design and technology 10 minutes

1.10 Links 3 minutes

Resources

Pre-course task

Handouts 1.1 to 1.4

OHTs 1.1 to 1.15

Whiteboard or flipchart and pens

Sticky notes


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Pre-course task

Participants should bring with them to the session a list of aims for their Key

Stage 3 course or their overall design and technology course. They will usually have these

in their departmental handbook. If they do not have a list of aims, ask them to bring a

short statement about what they feel pupils gain from learning design and technology that

no other subject provides.

They should also bring a list of issues that their department currently faces with regard to

their Key Stage 3 courses.


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Session notes

1.1 Introduction 5 minutes

Welcome participants to the training and explain any domestic issues. Show

OHT 1.1 and run through the objectives of this training session with participants.

Key points

This session provides an overview of the focus of the Strategy. It does not go intothe detail of the precise Framework objectives.

The aim of the session is to share a vision of what skills and attributes design and

technology, and, in particular, design and technology at Key Stage 3, is trying to

develop in pupils. As it is a technological subject, the nature of what is taught

changes with new developments and as new resources become available. In

keeping the subject up to date, teachers have to review the focus of their teaching

and the activities which they are asking pupils to undertake.

With key developments and changes at Key Stage 4, and the knock-on effect that

these have for Key Stage 3, this is an ideal opportunity to reflect upon and review

the purposes of design and technology and the scheme of work provided to meet

those purposes.

1.2 Sharing the vision where are we 15 minutestrying to get to?

Show OHT 1.2, which shows the National Curriculum statement, The importance of

design and technology. Many participants will recognise this.

OHT 1.2

Sharing a vision

Design and technology prepares pupils to participate in

tomorrows rapidly changing technologies. They learn to

think and intervene creatively to improve the quality of

life. The subject calls for pupils to become autonomous

and creative problem-solvers, as individuals and as

members of a team. They must look for needs, wants

and opportunities and respond to them by developing a

range of ideas and making products and systems. They

combine practical skills with an understanding of

aesthetics, social and environmental issues, function and

industrial practices. As they do so, they reflect on and

evaluate present and past design and technology, its

uses and effects. Through design and technology, all

pupils can become discriminating and informed users of

products, and become innovators.

The importance of design and technology

(Design and technology the National Curriculum for

England; DfEE, QCA, 1999, page 15)

OHT 1.1

Objectives

To understand the background to the Framework.

To take a first look at the Framework.

To understand the reasons for focusing on team

planning for progression and developing pupils

designing skills, autonomy, creativity, team-working

and reflective skills.


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OHT 1.1

OHT 1.2


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Explain that the statement:

comes from the National Curriculum document and highlights what is unique

about design and technology;

captures in a short summary what it is that pupils learn from design and

technology;

describes the position for which we aim, across all the key stages.

Show OHT 1.3.

Point out the key words in the statement. Model a teaching strategy by using a

highlighter pen to reinforce them.

Explain that this statement is like a design brief set by a client. Teachers are being asked

to design a curriculum that delivers these key criteria. When interpreting the clients brief,

the designer might highlight or underline the key words. In the same way, teachers might

ask pupils to highlight key words in a brief.

Additional note

Alternatively, if there is time, ask participants to highlight the key words and phrases

themselves.

The key words in the statement are:

tomorrows rapidly changing technologies;

learn to think and intervene creatively;

autonomous and creative problem-solvers; as individuals and as members of a team;

look for needs, wants and opportunities and respond to them;

developing a range of ideas;

making products and systems;

combine practical skills;

understanding of aesthetics, social and environmental issues, function and

industrial practices;

reflect on and evaluate present and past design and technology;

discriminating and informed users;

become innovators.

OHT 1.3

Sharing a vision

Design and technology prepares pupils to participate in

tomorrows rapidly-changing technologies. They

learn to think and intervene creativelyto improve the

quality of life. The subject calls for pupils to become

autonomous and creative problem-solvers, as

individuals and as members of a team . They must

look for needs, wants and opportunities and

respond to them by developing a range of ideas

and making products and systems. They combine

practical skills with an understanding of aesthetics,social and environmental issues, function and

industrial practices. As they do so, they reflect on

and evaluate present and past design and

technology, its uses and effects. Through design and

technology, all pupils can become discriminating and

informed users of products, and become innovators.


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OHT 1.3


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It may be helpful to pause at this point and ask participants to reflect on their own

curriculum for Key Stage 3, and to identify how it delivers each of the key phrases that

have been identified.

Show OHTs 1.4a to 1.4g in sequence.

OHT 1.4b

... think and intervene creatively to improve

the quality of life

OHT 1.4a

... tomorrows rapidly changing technologies


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OHT 1.4a

OHT 1.4b


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OHT 1.4d

... look for needs, wants and opportunities

and respond to them by developing a range

of ideas and making products and systems

OHT 1.4c

... autonomous and creative

problem-solvers, as individuals and as

members of a team


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OHT 1.4c

OHT 1.4d


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OHT 1.4f

... reflect on and evaluate present and past

design and technology, its uses and effects

OHT 1.4e

... combine practical skills with ...

understanding of aesthetics, social and

environmental issues, function and

industrial practices


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OHT 1.4e

OHT 1.4f


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For each OHT in the sequence, ask:

What does this statement mean in practice?

Explain that:

as they look at the images, participants should consider how far their own

schemes of work and projects help pupils to develop these skills;

the Framework is based on the National Curriculum statement for design and

technology and sets out how this can be achieved in practice;

its purpose is to provide a structured and progressive set of teaching objectives

for teachers and pupils learning design and technology in Key Stage 3;

the Framework applies to all focus areas and materials taught at Key Stage 3

(food technology, product design, and systems and control);

the Framework teaching objectives are intended to be achieved by the great

majority of pupils as they move through Key Stage 3;

the Framework teaching objectives define those points of learning most likely to

help pupils extend their capability in design and technology and to make

appropriate progress over time.

Remind participants about the lists they were asked to bring from their department

handbook as a pre-course task. Ask:

Are there any additional points for design and technology that you have identified

in your own list of aims?

OHT 1.4g

... become discriminating and informed

users of products, and become innovators


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OHT 1.4g


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1.3 Sharing the vision activity 20 minutes

Show OHT 1.5 and refer participants to handout 1.1.

Additional note

The National Curriculum statement is included at the top of the page to keep it central in

participants minds.

ActivityPoint out the National Curriculum statement at the top of both the OHT and the handout

and ask these questions.

If this is what we are aiming for, what skills, attitudes and behaviour are we trying

to develop in our pupils?

What are the key words or phrases that come to mind when you think about ways

to develop pupils skills in exploring ideas?

What do you mean by these words or phrases?

What other words or phrases would you use to describe teaching pupils the

different key aspects?

Model some examples.

When teaching pupils to explore ideas I might use the word imagination.

When teaching pupils to plan I might use the word freedom.

Ask participants, in groups of four, to think of words or phrases that capture and

explain elements of the National Curriculum statement for them, and to record them on

handout 1.1.

OHT 1.5

Sharing a visionDesign and technology prepares pupils to participate in tomorrows rapidly changing technologies. They

learn to think and intervene creatively to improve the quality of life. The subject calls for pupils to become

autonomous and creative problem-solvers, as individuals and as members of a team. They must look for

needs, wants and opportunities and respond to them by developing a range of ideas and making

products and systems. They combine practical skills with an understanding of aesthetics, social and

environmental issues, function and industrial practices. As they do so, they reflect on and evaluate

present and past design and technology, its uses and effects. Through design and technology, all pupils

can become discriminating and informed users of products, and become innovators.

The importance of design and technology (Design and technology

the National Curriculum for England; DfEE, QCA, 1999, page 15)

Key subskil ls Key words or phrases that come to mind

Exploring ideas

and the task

Generating ideas

Developing and

modelling ideas

Planning

Evaluating


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OHT 1.5

Handout 1.1


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Additional note

Take this opportunity to model a teaching strategy. Designers often look at the words in a

design brief and rephrase them or look for new words to describe objects or processes.

This is a way of stimulating fresh ideas, unexpected interpretations and free thinking. For

example, asked to design a bicycle, they would come up with as many different words or

phrases as they could think of to describe bicycles, such as human-powered vehicle,

balancing, pedals.

After about 10 minutes take brief feedback. Use OHT 1.5 to record the key words or

phrases that participants suggest. Then describe and explain the teaching strategy that

you have just used to make its operation explicit to them.

Use OHT 1.6 to review some additional examples, if required.

Summary

Explain that one aim of the National Strategy at Key Stage 3 is to clarify what teachers are

trying to achieve in design and technology and to refocus attention on the important

aspects.

OHT 1.6

Sharing a vision

Key subskills Key words or phrases

Exploring thinking skills, intervening to improve the quality of life, identifying needs,

ideas and wants and opportunities, innovation, imagination, futures, inspiration

the task from other times and cultures

Generating responding to needs, wants and opportunities, generating solutions,

ideas developing a range of ideas for making products and systems, discover,

explore, resolve, prioritise, problem-solving, wisdom and enterprise,

change and choice making, communicating ideas and information,

flexibility

Developing combine practical skills and understanding of aesthetics, social,

and environmental issues, function and industrial practices to design and make

modelling products, properties and characteristics of materials, techniques and tools

ideas for processing materials, reconciling conflicting issues, sustainability,

appropriateness, elegance, simplicity

Planning independent and team working, ownership of the task, freedom to

address areas of own interest, self-direction, self-management, small and

large group work, team roles, leadership, virtual teams, collegiate, sense

of identity, interdependence, negotiating

Evaluating reflection, product analysis, impact of products, designing and making,discriminating and informed users of products, evaluation of process,

product and learning, making judgements


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OHT 1.6


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1.4 Creating this vision translating 5 minutesthe vision into strands

Show OHTs 1.7a to 1.7c, which show how the strands of the yearly objectives are drawn

from the key aspects in the National Curriculum The importance of design and technology

statement.

If there is time, this could be presented as an activity. Ask participants to try putting in the

arrows for themselves, to develop their understanding further.

OHT1.7c

Structure of the materials: 2

The importance of D&T statement

DESIGNING MAKING

YEAR

OBJECTIVES

Exploringideas

Generatingideas

Developingideas

Planning

Evaluating



Designing Making

OHT1.7b

OHT1.7a

Creating this vision

Interpreting the Framework

The key subskills and objectives are drawn from this statement.

Design and technology prepares pupils to participate in tomorrows rapidly changing technologies. They learn to

think and intervene creatively to improve the quality of life. The subject calls for pupils to become autonomous

and creative problem-solvers, as individuals and as members of a team. They must look for needs, wants and

opportunities and respond to them by developing a range of ideas and making products and systems. They

combine practical skills with an understanding of aesthetics, social and environmental issues, function and

industrial practices. As they do so, they reflect on and evaluate present and past design and technology, its uses

and effects. Through design and technology, all pupils can become discriminating and informed users of


Exploring Generating Developing Planning Evaluating Makingideas and ideas and high-qualitythe task modelling products

ideas


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OHT 1.7a

OHT 1.7b

OHT 1.7c


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Participants should see that the Framework teaching objectives are set out as a sequence

of tables, showing key objectives to be addressed in each year group of Key Stage 3.

These objectives fall under the six headings:

exploring ideas and the task;

generating ideas;

developing and modelling ideas;

planning;

evaluating;

making high-quality products.

1.5 Creating this vision refining the 5 minutesstrands into objectives

Explain that the objectives are based on achieving the aims set out in the National

Curriculum statement. Refer participants to handout 1.2.

Give participants an overview of the overall subskills, running through what the Strategy

means by these headings and what pupils will do in each of them.

Alternatively, if there is time, this could be presented as a card-matching activity.

Exploring ideas and the task

Explore how they can intervene creatively to improve the quality of life.

Develop skills in clarifying the task.

Look for needs, wants and opportunities.

Develop a sense of relationship or connectedness with other people, reflecting on

and taking action to shape communities.

Prepare to participate in tomorrows rapidly changing technologies.

Understand how to create personal relevance through reflection.

Generating ideas

Develop creativity, enterprise, wisdom and the capability to evaluate and generate

ideas and solutions.

Creating this vision Handout 1.2

Pupils explore how they can

intervene creatively to

improve the quality of life.

They develop skills in

clarifying the task.

Pupils look for needs, wants

and opportunities. They

develop a sense ofrelationship or

connectedness with other

people, reflecting on and

taking action to shape

communities.

Pupils prepare to participate

in tomorrows rapidly

changing technologies.

Pupils understand how to

create personal relevance

through reflection.

Pupils develop creativity,

enterprise, wisdom and the

capability to evaluate andgenerate ideas and solutions.

They use a range of thinkingmodes and styles:

questioning and

challenging

making connections and

identifying relationships

envisaging what might be

and what could be

playing with ideas, keeping

options open

representing ideas in

different ways

evaluating effects of ideas

and actions.

Pupils become creative

problem-solvers. They

respond to needs, wants andopportunities.

Pupils understand and valuethe combining of different

design skills in order to

create personal strategies to

become better designers of

culturally, environmentally

and socially defensibleproducts, processes and

systems.

Pupils respond by

developing a range of ideas

and making products and

systems.

Pupils use a full range of

communication skills and

techniques, including ICT, to

document and communicateeffectively their design

thinking, ideas and

proposals.

Pupils develop autonomy.

Pupils choose how to tackle

their work, the methods or

resources they need, make

decisions and seek toidentify projects which

motivate them and benefit

others.

Pupils describe,

communicate and practise

principles of effective

planning and resource

management.

Pupils develop personal skills

and abilities to create

effective relationships withindividuals and groups.

Pupils reflect on and evaluate

present and past technology,

its uses and effects.

Pupils analyse and explain

the design decisions andthinking implicit in products,

processes and systems

made by themselves and

others.

Pupils develop an initial

understanding of the

competitive nature of the

world of designing andmaking.

Pupils become discriminating

and informed users ofproducts.

Pupils develop the capacity to

identify and criticise objectivelyand assess the values

underlying the intentions,

design, manufacture and

consequences of any

technology on themselvesand others.

Pupils combine practical

skills with an understanding

of aesthetics, social andenvironmental issues,

function and industrial

practices.

Pupils demonstrate skills in

creating products, processes

and systems that achieve

consistent production

outcomes. They apply theseskills in enterprising and

empowering ways to

personal and group

situations.

Pupils apply their knowledge

of the characteristics of

materials and equipment

when creating solutions anddesigning to meet criteria

related to function,

aesthetics, sustainability and

manufacture.

Evaluating processes and

products

Working with tools,

equipment, materials and

components to produce

high-quality products

(drawing on: knowledge

and understanding of

materials, components,

systems and control, and

structures)

Exploring ideas and the

task

G en er at in g id ea s D ev el op in g an d mo de ll in g

ideas

Planning Evaluating Making high-quality

products

Key Stage 3 programme of study

Developing, planning and communicating ideas

How the six subskills link to the National Curriculum Key Stage 3 programme of study in design and technology


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Handout 1.2


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Use a range of thinking modes and styles:

questioning and challenging;

making connections and identifying relationships;

envisaging what might and what could be;

playing with ideas, keeping options open;

representing ideas in different ways;

evaluating effects of ideas and actions.

Developing and modelling ideas

Become creative problem-solvers.

Respond to needs, wants and opportunities.

Understand and value the combining of different design skills in order to create

personal strategies to become better designers of culturally, environmentally and

socially defensible products, processes and systems.

Respond by developing a range of ideas and making products and systems.

Use a full range of communication skills and techniques, including ICT, to

document and communicate effectively their design thinking, ideas and proposals.

Planning

Develop autonomy.

Choose how to tackle their work, the methods or resources they need, make

decisions and seek to identify projects which motivate them and benefit others.

Describe, communicate and practise principles of effective planning and resource

management.

Develop personal skills and abilities to create effective relationships with individuals

and groups.

Evaluating

Reflect on and evaluate present and past technology, its uses and effects.

Analyse and explain the design decisions and thinking implicit in products,

processes and systems made by themselves and others.

Develop an initial understanding of the competitive nature of the world of

designing and making.

Become discriminating and informed users of products.

Develop the capacity to identify and criticise objectively, and assess the values

underlying the intentions, design, manufacture and consequences of any

technology on themselves and others.

Making high-quality products

Combine practical skills with an understanding of aesthetics, social and

environmental issues, function and industrial practices.

Demonstrate skills in creating products, processes and systems that achieve

consistent production outcomes. Apply these skills in enterprising and

empowering ways to personal and group situations.

Apply their knowledge of the characteristics of materials and equipment in creating

solutions and designing to meet criteria related to function, aesthetics,

sustainability and manufacture.


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1.6 Creating this vision aligning the 2 minutesSubskills to the programme of study

Refer participants back to handout 1.2, which shows how the subskills are mapped onto

the programme of study.

Draw attention to the focus on designing. Explain that this is not a new programme of

study, but a change in emphasis in response to the acknowledged need for extra support

in the teaching of designing.

Key points

Participants will recognise these headings from the National Curriculum

programme of study, but significant attention should be paid to the key teaching

objectives in the first five headings to improve the teaching of designing.

Whilstmaking is included in this overview, year-by-year objectives formakinghave not been included. The Strategy recognises that in the majority of schools

the teaching ofmaking is currently better than the teaching of designing and,

therefore, focuses attention on the subskills of designing. For example, most

schools plan a significant number of focused practical tasks to develop making

skills, but plan few focused practical tasks specifically to develop designing skills.

The Strategy attempts to achieve a better balance.

It is not intended thatmaking should be removed or ignored, butmaking

objectives will not require the same level of review and planning as the other

objectives. If a school requires support in reviewing pupils progression inmaking

and in planning these objectives, they may wish to refer to the teachers guide to

the DfES/QCA Key Stage 3 scheme of work and the specific units that focus onmaking:

Unit 7B, Designing and making for yourself;

Unit 8C, Using ICT to support making;

Unit 8E, Producing batches;

Unit 9E, Ensuring quality production.

Creating this vision Handout 1.2

Pupils explore how they canintervene creatively to

improve the quality of life.

They develop skills in

clarifying the task.

Pupils look for needs, wantsand opportunities. They

develop a sense of

relationship or

connectedness with other

people, reflecting on andtaking action to shape

communities.

Pupils prepare to participatein tomorrows rapidly

changing technologies.

Pupils understand how tocreate personal relevance

through reflection.

Pupils develop creativity,enterprise, wisdom and the

capability to evaluate and

generate ideas and solutions.

They use a range of thinking

modes and styles:

questioning and

challenging

making connections andidentifying relationships

envisaging what might beand what could be

playing with ideas, keeping

options open

representing ideas in

different ways

evaluating effects of ideas

and actions.

Pupils become creativeproblem-solvers. They

respond to needs, wants and

opportunities.

Pupils understand and value

the combining of different

design skills in order to

create personal strategies to

become better designers ofculturally, environmentally

and socially defensible

products, processes and

systems.

Pupils respond by

developing a range of ideas

and making products and

systems.

Pupils use a full range of

communication skills andtechniques, including ICT, to

document and communicate

effectively their design

thinking, ideas and

proposals.

Pupils develop autonomy.

Pupils choose how to tackle

their work, the methods or

resources they need, makedecisions and seek to

identify projects which

motivate them and benefit

others.

Pupils describe,

communicate and practise

principles of effectiveplanning and resource

management.

Pupils develop personal skillsand abilities to create

effective relationships with

individuals and groups.

Pupils reflect on and evaluatepresent and past technology,

its uses and effects.

Pupils analyse and explainthe design decisions and

thinking implicit in products,


made by themselves and

others.

Pupils develop an initial

understanding of thecompetitive nature of the

world of designing and

making.

Pupils become discriminating

and informed users of

products.

Pupils develop the capacity to

identify and criticise objectively

and assess the values

underlying the intentions,

design, manufacture andconsequences of any

technology on themselves

and others.

Pupils combine practicalskills with an understanding

of aesthetics, social and

environmental issues,

function and industrial

practices.

Pupils demonstrate skills in

creating products, processes

and systems that achieveconsistent production

outcomes. They apply these

skills in enterprising and

empowering ways to

personal and groupsituations.

Pupils apply their knowledge

of the characteristics ofmaterials and equipment

when creating solutions and

designing to meet criteria

related to function,

aesthetics, sustainability andmanufacture.

Evaluating processes and

products

Working with tools,

equipment, materials and

components to produce

high-quality products

(drawing on: knowledge

and understanding of

materials, components,

systems and control, and

structures)


task


ideas


products

Key Stage 3 programme of study

Developing, planning and communicating ideas

How the six subskills link to the National Curriculum Key Stage 3 programme of study in design and technology


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Handout 1.2


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1.7 Creating this vision building blocks 10 minutes

Refer participants to handouts 1.3a to 1.3c, which are charts for Years 7, 8 and 9.

Explain that these tables list the key features that need to be taught year by year,

presenting them as broad statements. The charts are intended to demonstrate what the

distinctive nature of each year should be.

Handout 1.3c

Creating this vision building blocks

Characteristics of


task


ideas


products

Designing for markets (SoW)

Envisaging what could and

might be

Stimulating the imagination

Sharing work with others,

gathering constructive

feedback

Integrating design skills to

create personal strategies for

designing culturally,

environmentally and socially

defensible products,


Evaluating effects of ideas

and actions

Demonstrating skills in using

a broad range of recognised

communication techniques

to convey design thinking

Working on tasks facilitated

by the teacher or others

Working independently on a

chosen task

Choosing to adopt an

appropriate role within a

group, such as negotiator,

leader

Managing own time across anumber of lessons

Prioritising and reconciling

decisions on materials, time

and production

Evaluating the wider impact

of products

Identifying and using criteria

to judge the quality of

products

Ensuring quality production

(SoW)

Year 9

Characteristics of


task


ideas


products

Designing for clients (SoW)

Questioning and challenging

Asking unusual questions,

responding to ideas, tasks

or problems in an unusual

way, challenging

conventional responses,

independent thinking

Developing flexible and

independent thinking

Encouraging questioning,

openness to ideas and

different ways of doing things

Understanding and using the

relationship between different

design skills to become

better designers

Representing ideas in

different ways

Creating, recreating,

interpreting and

communicating ideas

effectively in unexpected

ways

Selecting appropriate


to document and convey

clearly design ideas, thinking

and organisation

Negotiating tasks with the

teacher and others

Adopting different roles

within a group

Managing time within a

lesson

Bringing resources together

at the right time

Working independently on a

task determined by the

teacher

Evaluating and modifying

Explaining the choices and

decisions made in designed

and manufactured products,

processes and systems and

identifying alternative

possibilities

Producing batches (SoW)

Exploring materials (SoW)

Handout 1.3b


Year 8

Characteristics of Year


task


ideas


products

Looking for needs, wants

and opportunities

Designing for yourself(SoW)

Learning to think and

intervene creatively

Responding to needs, wants

and opportunities

Developing a range of design

skills and using them to

effect change

Making connections and

seeing relationships

Exploring a range of

strategies to develop thinking

and the capacity to effect

change

Playing with ideas, keeping

options open

Using a range of


as a means of self-reflection

and to describe their design

ideas, thinking and planning

Learning when working with

others

Developing planning skills

Working independently on

well-defined tasks

Sharing decisions with the

teacher and others

Evaluating strengths and

weaknesses How well does

it work?

Evaluating products in

relationship to users

Making for yourself (SoW)

Understanding materials

(SoW)

Handout 1.3a


The objectives are set out year by year and are structured so that each year of the key stage has its own character.

7


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Handout 1.3a

Handout 1.3c

Handout 1.3b


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Explain that, from this basis, the actual teaching objectives are set out year by year and

are structured so that each year of the key stage has its own character. For example:

Year 7 focuses on designing for yourself;

Year 8 focuses on designing for clients;

Year 9 focuses on designing for markets;

or:

Year 7 focuses on sharing decisions with the teacher and others;

Year 8 focuses on negotiating tasks with the teacher and others;

Year 9 focuses on working facilitated by the teacher and others.

The structure of the teaching objectives means that pupils will progressively:

increase their knowledge, skills and understanding relative to the start of Key

Stage 3;

move from familiar to unfamiliar contexts;

meet needs which demand more complex or difficult solutions;

learn to identify new goals, recognising when they can intervene and what they

can do;

develop personal autonomy, self-direction, the ability to manage themselves and

their personal resources;

increase understanding of their own learning and how they can progress.

Explain that the headings were chosen to draw attention to the interrelationship between

designing andmaking and the different aspects of designing.

Show OHT 1.8, which provides a visual representation of the iterative design process

rather than a linear one. It is a clear process of to-ing and fro-ing, imaging and modellinginside the head (designing) and confronting reality outside the head (making).

Key points

It is not intended that teachers start with exploring ideas, progressing to

generating ideas and so on in a linear teaching sequence. Some activities willbegin with evaluating orplanning. Neither is it intended that teachers should work

their way through all of the objectives forgenerating ideas in sequence.

OHT 1.8

Nature of designing andmaking

Kimbell R., Stables K., Wheeler T., Wozniak A., and Kelly V., 1991

The Assessment of Performance in Design & Technology: The final report of the

APU design & technology project (1985-91), School Examinations and Assessment

Council (D/010/B/91) and the Central Office of Information, for HMSO


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OHT 1.8


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In practice, teachers will find that a typical teaching unit will include work on a

selected bundle of objectives, the emphasis depending on the context and the

stage of learning.

The expectation is that knowledge, skills and understanding will be taught through

product analysis, focused practical tasks that develop a range of techniques, skills

and processes, and design-and-make assignments set in different contexts. The

assignments should include control systems and work that uses a range ofcontrasting materials, including resistant materials and/or food.

In defining yearly objectives, the Framework implies a set of expectations. It is

hoped and expected that many schools will move beyond it. There will also be

schools for which the teaching objectives pose a steep challenge. For these

schools, the Framework offers well-defined priorities and a focus for teaching and

learning. At every stage, and for all pupils, it is the professional judgement of the

teacher that will determine the pace of acquisition. Set against a challenging pace

is the discretion to consolidate and return to skills that have previously been

taught. The aim is not coverage but achievement.

Additional noteProgression in capability in design and technology

Design and technology is not simply about pupils learning a particular skill or a piece of

knowledge, with the concepts they learn just becoming more difficult year by year. The

processes of design and technology require pupils to integrate knowledge, skills and

understanding to produce solutions. Pupils develop their ability to synthesise their

knowledge, skills and understanding and use them coherently to make design solutions.

Thus, pupils draw on their knowledge, skills and understanding in order to design and

make products.

It is important to structure what pupils learn as knowledge (the what) and skills (the

how to), but it is even more important to teach them how to draw on this knowledge and

these skills when designing and making (the process). This is why the Framework pays

particular attention to the process of designing. The concept of progression in capability in

design and technology is characterised by the simultaneous development in pupils of:

propositional knowledge (knowing that );

tacit knowledge (knowing how to );

process skills.

The aim is that pupils will combine their increasing abilities in knowing that and

knowing how to , with their enhanced process skills, bringing all this knowledge

to bear in a purposeful and constructive manner. Progression consists of pupils ability to

apply this knowledge and these skills to their designing and making and continuously toimprove their quality of understanding of the purposes and the outcome.

Progression in design and technology encompasses the development of pupils ability to

handle:

individual concepts of increasing breadth and depth;

a large number of increasingly complex concepts simultaneously.

These concepts include:

knowledge of products, health and safety, materials, aesthetics, human needs,

technological systems, resources, equipment and processes;


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values and attitudes, such as creativity, ingenuity, care, confidence,

resourcefulness, flexibility, sensitivity, decisiveness, cooperation, independence,

social responsibility;

skills, such as investigating, analysing, identifying needs, offering and

communicating ideas, exploring and appraising ideas, developing and recording

ideas, working with materials and equipment, practical skills, managing resources,

planning, making, evaluating.

Thuspupils develop their ability to handle individual concepts, such as evaluating

existing products, by looking at:

more sophisticated techniques for evaluating;

a wider range of products;

more complex issues that require careful investigation and gathering of information

to reach a judgement.

In addition,pupils will progress in their ability to handle a number of concepts

simultaneously, for example, designing and making a product that requires them to

consider a number of factors, such as health and safety, materials science, resource

management and social responsibility.

Use the next five OHTs to help participants quickly to develop an overview of the

Framework and training materials. These slides:

summarise the overall structure of the Framework objectives;

provide an overview of how the objectives can be incorporated into a scheme of

work;

illustrate the additional support materials that have been included in the training

materials to help teach the objectives.

1.8 Putting the Framework into practice 15 minutesan overview

To help participants develop an overview of the Framework and training materials the

following sequence of 5 slides allows the presenter to quickly:

summarise the overall structure of the Framework objectives;

provide an overview of how the objectives can be incorporated into a scheme of

work;

illustrate the additional support materials which have been included in the training

materials to help teach the objectives.

Show OHT 1.9 which shows the format of the yearly objectives in the Framework.


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Key points

The descriptive statement embodies the key features of the subskill for Key

Stage 3 and provides a flavour of the type of work in which pupils will be involvedwhen working with this subskill.

The objectives for each year should be taught so that pupils develop

competence and confidence in the subskill being addressed.

Progression across the years reading the objectives horizontally across the

page, participants can see how the demand increases from Year 7 to Year 9.

Remind participants that, as explained earlier in the module, the objectives contained

within the five subskills have been developed to cover and match the requirements of the

programme of study for Key Stage 3.

Show OHT 1.10.

Briefly describe this one example of a Key Stage 3 scheme of work with two or three

subskills allocated to each unit. Remind participants that making skills and knowledge and

understanding will also be taught in each of the units although they are not shown here.

Point out that the allocation of the subskills in this way allows for a more effective use of

time: even if pupils are working through a full design-and-make activity in each unit, the

particular teaching focus is on the nominated subskills. The next OHT shows how the

precise objectives for the three subskills indicated on the highlighted unit will be selected.

OHT 1.10

Long-term planning

OHT 1.9

Format of the yearly objectives


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OHT 1.9


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Show OHT 1.11.

This shows all the Year 9 objectives for each of the three subskills identified. In this

example, the teacher selects one objective from each subskill to be launched during the

teaching of this unit (highlighted in red on the OHT). Stress that it is important not to try to

teach too many objectives in any one unit. Pupils may have experienced other objectives

from these subskills in previous units, in which case there will be an opportunity to

reinforce them while this unit is being taught (highlighted in blue on the OHT). Say that

although this has now identified the objectives to be taught it does not give any guidance

on how this should be carried out.

Show OHT 1.12.

Show participants handout 4.7 and explain that this is a bank of over 80 activities, mainly

short (1530 minutes), from module 4, which can be used to teach the objectives. The

OHT shows how these have been allocated to years and to subskills. It is important to

stress that this allocation is not at all prescriptive: many activities can be easily adapted for

use in earlier or later years or for teaching other subskills.

Exploring ideas and

the task

Generating ideas Developing and modelling

ideas

Planning Evaluating

A day in the life

Walk around a building

Why put it right?

Centring

Inspirational products

The bigger picture Design abacus

PIES

Walk on the wild side

Look to the natural world

Take a risk

Design abacus

Building a design

Group crits

Scamper

LEGO production line

Charting work-flow

GANTT chart

Sustainable materials

Product impact

Questioning product

evaluation

Compare and contrast

Year 7

Year 8

Year 9

Big and small questions

Word association

Be a problem-finder

Live like the user Observe people and

products

Using materials

Learn from the past and

other cultures Product footprint

Winners and losers

Look to the future

Deconstruction

Less is best?

635

Beg, borrow, steal

Champions

Improvise, play and

experiment Get expert help

Three-minute sketching

Consequence diagrams

Matrices

Flow charts

Sequencing Working in teams

Questioning product

evaluation

Look from a different

angle Right angle

Display

CAFEQUE

Role-play and user needs

Key words Mood-board homework

Mind-mapping

Brainstorming

Mood-boards

Line-ups Product pairs

Alternative uses

Morphology New from old

Pattern design

Word and picture board

Product ranges

Create some space toreflect

Getting ideas

Modify the

Designing for reuse andrecycle

Under-the-table designs

Building blocks

12-minute discussion

Consultations Using grids

Developing your idea

4 4

Sequence mapping

CAD planning Group planner

Questioning product

evaluation Six thinking hats

ACCESS FM

Ranking

Thats where I draw the

line

OHT 1.12

Activities for teaching the yearly objectives and modelling

OHT 1.11

Medium-term planning


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Show OHT 1.13.

Briefly describe the format of the activities and the fact that several are also supported by

video clips included on the DVD. The important message is that these are short activities,

intended to be delivered at pace and to provide pupils with a range of designing strategies

which they will be able to use in the future to assist their designing.

Conclude by saying that there will be opportunities to look in more detail at each of these

aspects in training modules 2 to 4.

Key points

Although the Framework sets out in detail the subprocesses of designing, it is

important to recognise that pupils develop their capability in an integrated way,

through combining their skills in designing andmaking with knowledge and

understanding to make high-quality products.

Most teachers will also know that individual pupils learning, year by year, is not

quite as systematic as the Framework might suggest as, within this set of

designing skills, they will have strengths and weaknesses. Teaching can be

structured progressively but individuals will make progress at their own pace.

Learners do not necessarily advance in an orderly manner. Every teacher has

witnessed or experienced leaps in their own or pupils understanding when

everything suddenly seems to fall into place.

1.9 Focus of the scheme for design and technology 10 minutes

Show OHT 1.14.

OHT 1.14

Focus of the scheme for design and

technology

To aid progression, continuity and teaching of shared

objectives by means of team planning.

To improve the teaching of designing by developing

pupils:

autonomy;

creativity;

reflection;

skills in group work.

OHT 1.13

Format of the yearly objectives


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OHT 1.14

OHT 1.13


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Explain that key issues in design and technology have been identified as needing support.

Tell participants that the strategy has a focus on:

team planning for progression and continuity of teaching within departments;

improving the teaching of designing and, in particular, those aspects that develop

autonomy, creativity, reflection and team working.

ActivityParticipants should work with the person next to them, as a pair. Ask them to share their

lists of issues that their department currently faces with regard to their courses for Key

Stage 3. For example, What obstacles do you currently find that prevent you from

achieving effective progression in your teaching of design?Ask participants to find out

whether their lists can be divided into:

management and team-planning issues;

issues regarding the teaching of designing.

After about 5 minutes, take brief feedback.

Additional note

You will need to direct this feedback carefully, to keep within the time allowed. There may

be a considerable number of negative responses regarding, for example, short lesson

times, large class sizes, rotational courses and resourcing. Respond to this by saying that

the Strategy provides an opportunity for departments to work with senior managers to

review the way in which the scheme of work is planned and managed.

If the participants have relatively few concerns about the teaching of designing, use this as

an opportunity to draw their attention to the problem and explain that this lack of concern

may be because, as a profession, they are not giving these skills enough attention.

Emphasise the support that the D & T programme will provide in addressing areas inwhich participants think they need help.

Key points

The Framework should help to refocus the attention of teachers on those aspects

of learning that are known to be weaker or new in the subject, for example, the

teaching of designing skills, developing creative thinking skills and encouraging

autonomy. The objectives within the headings focus attention on areas known

to improve pupil motivation and performance, such as:

autonomy;

creativity;

team working; reflection.

A particular feature of the Framework is to enable pupils to build a sense of

ownership of their own learning, of their progress through Key Stage 3, of the

purposes behind their designing andmaking, and of their future directions. If a

teacher instils in pupils a sense of engagement and purpose in what they are

doing, it becomes more than likely that high-quality learning will result, whatever

the constraints of time, resources and facilities.

The Framework helps teachers to involve pupils in planning their own progress.

Pupils can be encouraged to take responsibility for their own learning and teaching

objectives can be shared with them.


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Explain that teachers are enabled to focus on:

setting clear objectives that pupils understand;

processing and practising essential designing andmaking skills;

modelling tasks for pupils benefit;

linking knowledge and skills learned in one project, or by working in one material,

to another; offering clear conclusions that enable pupils to see what they have learned and

achieved.

Evidence shows that teaching which involves the frequent rotation of pupils among

different material areas can result in unbalanced achievement and a lack of

progression. This can be avoided if staff plan as a team, to ensure that they introduce

greater demands, which build on earlier experiences, as pupils progress through the year.

The Framework offers advice and training on planning and managing Key Stage 3

effectively.

1.10 Links 3 minutes

Show OHT 1.15 and refer participants to handout 1.4.

Handout 1.4

Joining up all curriculum developments

Key Stage 3

Strategy

DfES/QCA scheme of work for design and technology

(www.standards.dfes.gov.uk/schemes)

National Curriculum requirements

(www.nc.uk.net)

Attainment target for design and

technology

(www.nc.uk.net

(click on Design and Technology))

Assessment in design and

technology

(www.ncaction.org.uk)

ICT objectives

(www.nc.uk.net (click on ICT))

Gifted and talented

(www.nc.uk.net/gt)

Learning difficulties

(www.nc.uk.net/ld)

QCA, Creativity: Find it, promote it

(www.ncaction.org.uk/creativity)

Design and Technology Association (DATA)

Website resources (www.web.data.org.uk)

Publications

The design and technology secondary head of

department handbook

Supporting the Key Stage 3 National Strategy CD-ROM

National Association of Advisers

and Inspectors in Design and

Technology (NAAIDT)

(www.naaidt.org.uk)

Website resources

Publications

Think on

Quality through

progression in design

OHT 1.15

Clearly linked

The Key Stage 3 National Strategy is designed:

to link to the existing attainment target for design and

technology

to link to the DfES/QCA schemes of work

to map over and review your existing scheme of work.


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OHT 1.15

Handout 1.4


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Key points

The Key Stage 3 National Strategy links to the existing attainment target,

QCA/DfES schemes of work and other guidance material produced, for example,

for pupils with learning difficulties, and gifted and talented pupils.

The teaching objectives cover all the statements of the National Curriculum

programme of study. They exemplify the programme of study by setting out what

should be taught year by year. The objectives focus on the teaching of

designing and thus concentrate in particular on section 1 and section 3 of the

programme of study:

developing, planning and communicating ideas;

evaluating processes and products.

The teaching objectives clearly link to the attainment target for design and

technology; there is a diagram provided to show the attainment target levels

against the headings from the Framework objectives.

This presents an opportunity to bring together support, guidance and training.


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Key Stage 3National Strategy | Module 1: The Framework the vision | Handouts


Training module 1

The Framework the visionHandouts


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Handout 1.1



autonomous and creative problem-solvers, as individuals and as members of a team. They must look for

needs, wants and opportunities and respond to them by developing a range of ideas and making







Key subskills Key words or phrases that come to mind

Exploring ideasand the task

Generating ideas

Developing and

modelling ideas

Planning

Evaluating


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DfES 0971-2004 G



Chara

cteristicsofYear

Exploringideasandthe

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Handout1.3a

Cre

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ision

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7


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DfES 0971-2004 G



Characteristicsof

Exploringideasandthe

task

Generatingid

eas

Developingandmod

elling

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Year8


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Handout1.3c

Cre

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thisv

ision

bu

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Explor

ingideasandthe

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Year9


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DfES 0971-2004 G



Handout 1.4

Joining up all curriculum developments

Key Stage 3

Strategy

DfES/QCA scheme of work for design and technology

(www.standards.dfes.gov.uk/schemes)

National Curriculum requirements

(www.nc.uk.net)

Attainment target for design and

technology

(www.nc.uk.net

(click on Design and Technology))

Assessment in design and

technology(www.ncaction.org.uk)

ICT objectives

(www.nc.uk.net (click on ICT))

Gifted and talented

(www.nc.uk.net/gt)

Learning difficulties

(www.nc.uk.net/ld)

QCA, Creativity: Find it, promote it

(www.ncaction.org.uk/creativity)

Design and Technology Association (DATA)

Website resources (www.web.data.org.uk) Publications

The design and technology secondary head of

department handbook

Supporting the Key Stage 3 National Strategy CD-ROM

National Association of Advisers

and Inspectors in Design and

Technology (NAAIDT)

(www.naaidt.org.uk)

Website resources

Publications

Think on

Quality through

progression in design


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Training module 1

The Framework the visionOHTs


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Key Stage 3National Strategy | Module 1: The Framework the vision | OHTs


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OHT 1.1

Objectives

To understand the background to the Framework.

To take a first look at the Framework.

To understand the reasons for focusing on team

planning for progression and developing pupils

designing skills, autonomy, creativity, team-working

and reflective skills.


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OHT 1.2

Sharing a vision

Design and technology prepares pupils to participate intomorrows rapidly changing technologies. They learn to

think and intervene creatively to improve the quality of

life. The subject calls for pupils to become autonomous

and creative problem-solvers, as individuals and as

members of a team. They must look for needs, wants

and opportunities and respond to them by developing arange of ideas and making products and systems. They

combine practical skills with an understanding of

aesthetics, social and environmental issues, function and

industrial practices. As they do so, they reflect on and

evaluate present and past design and technology, its

uses and effects. Through design and technology, all

pupils can become discriminating and informed users of


The importance of design and technology

(Design and technology the National Curriculum for

England; DfEE, QCA, 1999, page 15)


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OHT 1.3

Sharing a vision

Design and technology prepares pupils to participate intomorrows rapidly-changing technologies. They

learn to think and intervene creativelyto improve the

quality of life. The subject calls for pupils to become

autonomous and creative problem-solvers, as

individuals and as members of a team. They must

look for needs, wants and opportunities andrespond to them by developing a range of ideas

and making products and systems. They combine

practical skills with an understanding of aesthetics,

social and environmental issues, function and

industrial practices. As they do so, they reflect on

and evaluate present and past design and

technology, its uses and effects. Through design and

technology, all pupils can become discriminating and

informed users of products, and become innovators.


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OHT 1.4a

... tomorrows rapidly changing technologies


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OHT 1.4b

... think and intervene creatively to improve

the quality of life


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OHT 1.4c

... autonomous and creative

problem-solvers, as individuals and as

members of a team


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OHT 1.4d

... look for needs, wants and opportunities

and respond to them by developing a range

of ideas and making products and systems


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OHT 1.4f

... reflect on and evaluate present and past

design and technology, its uses and effects


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OHT 1.4g

... become discriminating and informed

users of products, and become innovators


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OHT 1.5



autonomous and creative problem-solvers, as individuals and as members of a team. They must look forneeds, wants and opportunities and respond to them by developing a range of ideas and making







Key subskills Key words or phrases that come to mind

Exploring ideas

and the task

Generating ideas

Developing and

modelling ideas

Planning

Evaluating


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OHT 1.6

Sharing a vision

Key subskills Key words or phrases

Exploring thinking skills, intervening to improve the quality of life, identifying needs,

ideas and wants and opportunities, innovation, imagination, futures, inspiration

the task from other times and cultures

Generating responding to needs, wants and opportunities, generating solutions,

ideas developing a range of ideas for making products and systems, discover,

explore, resolve, prioritise, problem-solving, wisdom and enterprise,

change and choice making, communicating ideas and information,

flexibility

Developing combine practical skills and understanding of aesthetics, social,

and environmental issues, function and industrial practices to design and make

modelling products, properties and characteristics of materials, techniques and tools

ideas for processing materials, reconciling conflicting issues, sustainability,

appropriateness, elegance, simplicity

Planning independent and team working, ownership of the task, freedom to

address areas of own interest, self-direction, self-management, small and

large group work, team roles, leadership, virtual teams, collegiate, sense

of identity, interdependence, negotiating

Evaluating reflection, product analysis, impact of products, designing and making,discriminating and informed users of products, evaluation of process,

product and learning, making judgements


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OHT1.7a

Cre

atingthisvision

Interp

retingtheFramework

Thekeysubskillsandobjectivesare

drawnfromthisstatement.

Desig

nandtechnologypreparespupilstoparticipate

intomorrowsrapidlychangingtechnologies.T

heylearnto

think

andintervenecreatively

toimprovethequalityo

flife.

Thesubjectcallsforpupilstobecomeautonomous

andcreativeproblem-solvers

,asindividualsandasm

embersofateam.

The

ymustlookforneeds,wantsand

oppo

rtunitiesandrespondto

thembydevelopingarangeofideasandmakingproductsandsystem

s.

They

combinepracticalskillswithanunderstandingofaes

thetics,socialandenvir

onmentalissues,

functio

nand

indus

trialpractices.

Astheydoso,

theyreflectonan

devaluatepresentandpastdesignandtechnology,itsuses

andeffects.

Throughdesign

andtechnology,allpupilscanbecomediscrimin

atingandinformedusersof

products,andbecomeinnov

ators.

Exp

loring

Genera

ting

Developin

g

Planning

Evaluating

Ma

king

ide

asand

ideas

and

hig

h-quality

the

task

modelling

pro

ducts

ideas


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Designing Making


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OHT1.7b


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OHT1.7c



DESIGNING MAKING

YEAR

OBJECTIVES

Exp

loringideas

Generatingideas

Deve

lopingideas

Planning

E

valuating


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134 Design and technology: Framework and training materialsDesign and technology: Framework and training materials

Key Stage 3National Strategy | Module 1: The Framework the vi

the framework - training module 1

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