Transforming Design and Technology o
Target Setting o
ICT in Primary DT o
Mathematics that Matters o
Bringing Literacy to Life o
Design and Designing o
Drawing and Designing o
Industry Related Work o
D&T On-line
D&T for Under-Fives o
Gender Differences o
Differentiation o
Choices at KS4 o
D&T and SEN
Appointing staff o
Modelling: Using ICT
This
Guideline describes how the design and technology curriculum is rapidly evolving, and identifies some of the essential features of the specialised environments needed to ensure all pupils can benefit from excellent teaching and learning in the future.
This
Guideline is for those advising schools on the use of target setting within the process of school improvement.
The purpose of this
Guideline is to help primary schools establish a range of effective ICT applications in design and technology. ICT can help pupils to generate, develop and communicate their design ideas, make and control products and access information about existing products.
This
Guideline has two main purposes. First, it encourages schools to take advantage of existing links between design and technology and mathematics. Second, it offers practical suggestions for establishing new links through long, medium and short-term planning.
Design and technology can make a very significant contribution to the raising of standards in literacy. It provides a real, relevant and motivating context for numerous aspects of reading and writing taught in primary schools.
Much could be written on design and designing. The purpose of this Guideline is to promote debate and discussion on the need to teach pupils of D&T more about design, in addition to suggesting some methods of designing, starting in Key Stage 3
At KS1 pupils should use their own experiences, clarify their ideas through discussion and by direct modelling with materials and components. . . .At KS2 they will use information sources to help them produce different ideas for a design considering the users and purposes for which they are designing.
Policies for design and technology should take into account whole school policies where appropriate. They should specify, in general terms, the shared understanding for the teaching of design and technology, its purposes and how these will be achieved as an entitlement for all pupils. They should guide everything which goes on the department and which pupils do in the name of design and technology.
Design and technology concerns the modern world: it is forward looking. D&T education provides students with opportunities to learn from the achievements of the past, to understand the processes which currently shape the made world, and to become participants in building its future. It is inconceivable that a modern D&T experience should not be enriched by the use of IT.
Experiences for the under-fives include activities which may be defined as Design and Technology, (D&T), since they support the development of knowledge and skills contributing to capability in this area. D&T related activities often contribute to the development of under-fives in a natural and realistic way.
Using these statistics it can be seen that in Design and Technology girls achieved 16% more A* - C grades than boys indicating that boys achieve 6% lower grades in Design & Technology than in their other GCSEs.
Most teachers would agree that it is essential to continue to raise standards within design and technology and to secure high quality of teaching and learning. Planning the learning for all pupils to ensure that they achieve the best of which they are capable is fundamental to good teaching and learning. It is this issue which differentiation addresses.
"The Government is emphatically for D & T. When the Department consulted last year on SCAA's draft curriculum we asked a number of questions about D & T. We did not ask whether it should be in the curriculum from 5-16. The Secretary of State had already decided that it should, despite the fact that a number of people had argued to the contrary. We were the first country in the European Union to introduce the subject into a National Curriculum for the whole of the statutory school age. We were certainly not going to be the first to remove it. So that debate is over".
It is estimated that at some point in their educational experience, one in every five pupils will have special educational needs. For some pupils these needs will be transient and for others they will be ongoing. The challenge for every teacher is to address these needs through careful planning and effective teaching.
When appointing a teacher to teach in a workshop in your school, what criteria operate at selection?
There is a responsibility on the Head of a school and the Governing Body to ensure that all staff who
teach pupils in workshops are...
A first reaction to the notion of modelling within design and technology might
be that the essence of the subject should be to design and make products of quality
which can be tested in use: real things, not models. But there is a sense in which
most of the work of school design and technology departments is concerned with modelling...
Please send any comments on NAAIDT Guidelines to: Guideline@naaidt.org.uk
For a list of other NAAIDT publications see the Publications section or send s.a.e. to:
DATA, 16 Wellesbourne Road, Wellesbourne, Warwickshire CV35 9JB.
For more information on the work of the Association contact: admin@naaidt.org.ukc
© NAAIDT
