Why is D&T important?… or is it?

Justification of D&T in the school curriculum

• Economy

• Creativity

• Digital literacies

• Contribution to STEM

• Life skills

• Making things

• Application of theory from other subjects, I.e. underpins other school subjects

FactsConcepts

Principles

Fundamental operations

National Curriculum Review: Content - the ministerial position

HOW that will be taught teachers will decide

Teaching - the ministerial position

D&T @ NTU

• New team

• Updated programme:– Review of ITT– Review of school curriculum (focus on content)

• D&TA campaign

• D&TA manifesto

• Future proofing’ our graduates

D&T Education Team at NTU

– Alison Hardy (2010): RM/ design/ technology in context

– Paul Boyd (2010): STEM/ electronics– Sarah Davies (2007): design/ textiles– Beverley Lawe (2009): food/ education

studies– Jamie Tinney (2010): design/ E-design/

technology in context

At NTU we support the D&TA manifesto by ….

• delivering a D&T education that is fit for the 21st century• having an integrated approach to designing and making • educating trainee teachers who:

• can teach all materials to key stage 3 with a minimum of one specialism to key stage 5

• are confident in using and teaching new technologies

• are innovative and creative when designing and teaching

Four teaching strategies

Designing without making

Designing and making

Making without designing

Exploring technology and society

Four modules and a common coreYear 1 & 2

Design & Technology in Education and Society

Mainly Designing

Mainly Making

Designing & Making

E-portfolio

Design & Technology in Education and SocietyMainly DesigningMainly Making Designing and Making

Design and Technology in Education and Society (DTES)

• Content:– Nature of education

– Value of D&T in the curriculum

– Thinking skills

– Creativity

– ethical, cultural, economic and environmental factors in society

Initial Ideas - Aimee

Activity Book‘Touchy feely’ book for younger kids

‘Taggies’ books – in E.L.C “interactive blanket”

Activity trail book slightly older kids

Puzzle trail to follow around NC (using pictures & textures)

Design & Technology in education and society Mainly Designing Mainly MakingDesigning and Making

Mainly Designing (MD)

• Content:– Design methodology

– Design in D&T curriculum

– Communication for designing

High Chair

Paint Drying

Model

Folded

Brackets

It Fits!

Seat FrameTapping the hole

Design & Technology in education and societyMainly DesigningMainly MakingDesigning and Making

Mainly Making (MM)

• Content:– Skills in materials (including: materials,

electronics and food)– Selection and application of skills

• Structure:– Year 1: all material areas (to teach KS3)– Year 2: one material area (to teach

KS4&5) and personal development in other areas through D&M

Final Design – Coca Cola Cupcakes

Cupcake no.1

Functions of ingredients

Decorate with popping candy – fun & surprising

Use chocolate instead of cocoa – richer / more chocolatey flavour

Design & Technology in Education and SocietyMainly DesigningMainly MakingDesigning and Making

Designing and Making (D&M)

• Content:– Integrate the skills and knowledge

developed across other the three modules: Mainly Designing, Mainly Making and Design and Technology in Education and Society

– Work with a range of design briefs

E-portfolio

E-portfolio

• To be used by the students to ‘document and reflect upon the ways…(they have) met the learning outcomes’ (Stefani et al, 2008)

• Year 1: document skills learnt• Year 2: reflect on how skills have

been used to design and make• Student-led:

– Document knowledge & skills using Minimum Competencies as a starting framework

– Reflecting on progress

– Identifying their own learning needs

Year 3

• Runs alongside PGCE year

• Modules:– Subject Application Studies: pedagogy,

subject knowledge– School experience– Education and Professional Studies

References

• Design and Technology Association (2010). Minimum Competenices for Trainees to Teach Design and Technology in Secondary Schools. Warwick: Design and Technology Association

• Stefani L., Mason R. and Pegler C., (2008) The Educational Potential of E-Portfolios. London: Routledge

• Swennen, A., Lunenberd, M. and Korthagen, F., 2008. Preach what you teach! teacher educators and congruent teaching. Teachers and Teaching: Theory and Practice, (14(5-6)), 531-542.