Transforming Design and Technology
Introduction
Design and technology in the school curriculum will play a key role in the regeneration of technological, scientific and enterprise expertise required by the nation in order to thrive and be competitive in global markets. In addition, design and technology provides the ideal circumstances for children to work together purposefully, to collaborate and to explore each others ideas and beliefs, and as such promotes tolerance, mutual respect and the communication skills necessary for good citizenship.
NAAIDT believes that the Building Schools for the Future (BSF) programme presents a once in a lifetime opportunity to adopt a radical approach to the provision of world class learning environments for 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.
Vision
"Education only flourishes if it successfully adapts to the demands and needs of the time. The curriculum cannot remain static. It must be responsive to changes in society and the economy, and changes in the nature of schooling itself." (National Curriculum 1999)
The NAAIDT's approach is one of "evolutionary transformation". There are potential dichotomies of planning for delivery of current GCSE and vocational courses and that of making the 'step change' decisions to transform design and technology accommodation to give the maximum flexibility for the subject to develop over the next 10-15 years.
Looking towards the future, possible developments which might influence the design of design and technology learning environments include:
Accommodation
NAAIDT recommends the specialised Building Bulletin 81: Design and Technology Accommodation in Secondary schools as the guide for designing innovation into Design and Technology departments.
The design of design and technology accommodation should not constrain teaching and learning methods, nor should the layout be so idiosyncratic that few teachers can work successfully within it. Therefore, it should be remembered that teachers will usually move schools several times in their working lives, but the accommodation remains for the next user. Strategies include:
- all Design and Technology accommodation in secondary schools should be located in one place in the school and preferably on the same floor;
- all schools should have accommodation for working in a range of material areas including woods, metals, plastics, textiles, food, graphics and electronics;
- all learning spaces should be adjacent or near to Science and Art and Design
- the development of a warehouse approach to provision of specialist DT accommodation, designed for maximum flexibility of space use, service provision and inter-changeability of specialist zones;
- the use of 'whitewalls' rather than 'white boards' to extend teaching, communicating, ideas developing surfaces;
- the development of one child / one laptop schools with wireless networking, drop in manufacturing centres, machining credits etc;
- the adoption of a structure, layout and design for any buildings and the equipment used in the teaching and learning of design and technology which exemplify good design;
- the development of mobile learning pods, such as the mobile laboratory units will enable increased flexibility to be planned and provided for;
- naming accommodation matters! How rooms / areas are named can change opinions and perceptions of design and technology e.g. all areas called studios and not CDT1, Food 2;
- the installation of mechanical and electrical services should not impede the easy alteration of the layout of the accommodation.
Health and Safety
- The Health and Safety regulatory framework will always have an influence of the design and provision of specialised working environments (COSHH, PUWER, BS 4163, DDA, Noise regulations etc).
Curriculum
The curriculum is at the heart of the learning process. Current developments include:
- differentiated mentorship programmes where combination of pastoral and academic mentors used to support individual learning;
- competency based 14-19 courses bringing requirements for increased equipment and resources to be accommodated;
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- enhanced use of design and technology facilities in schools for NC courses, entitlement activities,
- extended services, community and commercial use;
- increased use of schools as regional centres for minority courses, vocational courses and manufacturing centres;
- the availability of more global / web based resource materials;
- ICT based 'making activities' occupy up to 30% of design and technology time and traditional activities 70%. This is likely to change rapidly in the next five years to a 70 / 30 split.
Funding
Financial factors include:
- the re-introduction of differentiated funding arrangements to enable resources and expertise to be focussed more sharply on areas or schools in most need;
- the financial review and renew cycle for buildings, resources and equipment needs to be on a shorter timescale to allow for programmed renewal and modernisation of facilities;
- the increased commercial involvement in design and technology courses e.g. Waitrose sponsored food and cooking activities in schools, Vodafone sponsored Electronics and communication technology courses;
- further tax incentives for commercial organisations to extend their involvement in schools and education.
Design Imperatives
"Creating the right environment for design and technology is extremely important for pupils studying design and technology in the 21st Century. Whilst investment in accommodation is important it can lose its impact if the planning for curriculum use is not considered before the environment design". (We-Learn. The Warwickshire e-Learning Community).
Teaching and learning
- Every child is entitled to the highest quality teaching and learning in order to enable them to reach their full potential in design and technology.
- Teachers must be able to teach and children must be able to learn in accommodation which epitomises the values of good design that are at the core of the design and technology curriculum.
- Teachers must be able to create a climate and an ethos for learning, in which children feel confident, inspired and willing to respond creatively.
- Designing is often a collaborative activity, in which the views of others must be welcomed, listened to and respected.
- When designing and making, children are able to experience levels of personal achievement, success and fulfilment which, instilling confidence to achieve in other areas.
The development of the use of ICT in design and technology has led to greater opportunities for personalised learning, more self directed activities and independence for children.
The range of materials and manufacturing processes available for children to use in their designing and making activities continues to grow. The design of specialist rooms must acknowledge and reflect this and provide the means to support the continued development of the subject.
Curriculum including Vocational Education
The curriculum must:
- emphasise the integration of design and making and should be flexible to support individual learning processes;
- motivate learners, be rooted in learners’ interests, and encourage creativity;
encourage individual and team work experiences;
- promote transferable learning which can be applied across all areas;
- enable learners to increasingly be able to recognize people's needs and opportunities and to respond sensitively based on their informed knowledge of the community and the world around them;
- be appropriately structured and be based on clearly identified learning progressions;
- foster personal qualities of care, precision, diligence, self discipline, tolerance and patience;
- enable all 11-14 year old learners to experience working with a broad range of materials, components, media and processes, incorporating all of the requirements of the National Curriculum;
- from the age of 14 onwards, provide learners with access to appropriate course pathways including a range of vocational courses. Within design and technology this may include Engineering, Manufacturing, Building Construction or Catering;
- ensure all learners have good access to ICT resources and equipment, and are able to use ICT tools whenever it is appropriate;
- enable all learners to have access to materials and information from other curriculum areas.
Personalised learning
". . . about tailoring education to ensure that every pupil achieves and reaches the highest standards possible. It is also about personalising the school experience to enable pupils to focus on their learning and involve the community". (DfES)
School accommodation should ensure that:
- learning is focused around the needs of learners;
- learners receive consistently good experiences of school;
- inclusion is a guiding principle;
- quality display areas are plentiful in order to showcase achievement.
The views of pupils should be taken into account (ref. The Learners' Charter for a Personalised Learning Environment
(Nesta FutureLab).
Pupils' views should be sought on effectiveness of classroom experience through, for example, surveys and conferences.
Local and regional priorities
Accommodation needs to be flexible to ensure:
- the ability to change focus of design and technology curriculum for particular projects, themes, pupil groups, etc, e.g. design and technology week;
- that Design and technology accommodation can be responsive to local needs, and available for use beyond the school day. The facilities should facilitate extensive use by the local community.
Equipment and resources
- Equipment and resources must be of appropriate design, robustness and sturdiness. They must be well matched to learners needs, the curriculum requirements and must meet all the requirements of Health and Safety regulations (BS4163: 2006).
- Fixed equipment must be located such that there is maximum flexible use of space within the room.
- Space requirements of equipment must meet the guidelines in DfES Building Bulletin 81: Design and Technology Accommodation in Secondary Schools.
- The provision of electrical services must include the provision for increased use of electrically operated and mechanised equipment in the future.
- There must be adequate provision of CADCAM equipment to enable learners to have appropriate access to equipment.
- The infrastructure of specialist accommodation must have the capacity to extend and modify the provision of ICT services as future needs arise.
Further planned work of the Association in relation to BSF
The 'Introduction', 'Vision' and 'Design Imperatives' have been produced as this guideline publication; the NAAIDT intends to publish further BSF related materials on its website. The following working titles are to be the likely headings of sections with related hotlinks and content:
Technical Advice
Research and Case Studies
- By NAAIDT members;
- Via link to architects;
- Conceptual drawings;
- Examples, including photos from known schools, colleges or other related establishments.
Links to other design and technology stakeholders
Please send any comments on this Guideline 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.uk
© NAAIDT November 2006
