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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

Transforming Design and Technology

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.

Target Setting

This Guideline is for those advising schools on the use of target setting within the process of school improvement.

ICT in Primary Design and Technology: Why? What? When? How?

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.

Mathematics that Matters

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.

Bringing Literacy to Life

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.

15. Design and Designing in D&T at Key Stages 3 and 4

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

14. Drawing and Designing at KS1 and KS2

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.

13. Curriculum Planning for D&T at Key Stage 4: Incorporating Industry Related Work

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.

12. Design & Technology On-line

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.

10. Design and Technology for the Under-Fives: Some Health and Safety Issues

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.

09. Achievement in KS3 & KS4 Design & Technology: Gender Differences

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.

08. Meeting the individual needs of all pupils in Design and Technology at Key Stages 3 - 4

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.

07. Design and Technology at Key Stage 4: Making Choices

"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".

06. Design and Technology and pupils with special educational needs in ordinary schools

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.

05. Appointing staff to teach in school workshops

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...

04. Modelling: Using ICT

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...

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