Teaching design and technology at Key Stages 1 and 2

224 Pages·2006·2.425 MB·English

by  Gill Hope

Achieving QTS
Teaching Design and Technology
at Key Stages 1 and 2

Achieving QTS
Teaching Design and Technology
at Key Stages1and 2
GillHope

LearningMatters
Firstpublishedin2006byLearningMattersLtd.
Allrightsreserved.Nopartofthispublicationmaybereproduced,storedina
retrievalsystem,ortransmittedinanyformorbyanymeans,electronic,mechanical,
photocopying, recording, or otherwise, without prior permission in writing from
LearningMatters.
(cid:1)2006GillHope
BritishLibraryCataloguinginPublicationData
ACIPrecordforthisbookisavailablefromtheBritishLibrary
ISBN-10:1844450562
ISBN-13:9781844450565
Therightof GillHopetobeidentifiedastheAuthorofthisWorkhasbeenasserted
byherinaccordancewiththeCopyright,DesignsandPatentsAct1988.

CoverdesignbyTopics ^TheCreativePartnership
ProjectmanagementbyDeerParkProductions,Tavistock
TypesetbyPDQTypesetting,NewcastleunderLyme
PrintedandboundinGreatBritainbyBell&BainLtd,Glasgow
LearningMattersLtd
33SouthernhayEast
ExeterEX11NX
Tel:[phone]
Email:[email protected]
www.learningmatters.co.uk
CONTENTS
Introduction 1
1 Designedtechnologyandeducation 4
2 RequirementsoftheNationalCurriculumfordesignandtechnology 15
3 Frameworkforteachingandlearningdesignandtechnology 35
4 Progressionindesignandtechnologylearning 61
5 Planningtoteachdesignandtechnology 84
6 Assessment,evaluationandcelebrationindesignandtechnology 112
7 Subjectcontentforpracticalactivityindesignandtechnology 125
8 Crossingcurricularboundaries 155
9 Designandtechnologyforglobalcitizensofthefuture 182
AppendixA: Achievingthestandardsforclassroomteachers 205

AppendixB: Web-linksandonlineresources 208
AppendixC: SampleschemeofworkYear1 209
AppendixD: LessonplanYear1 211
AppendixE: SampleschemeofworkYear5/6 212
AppendixF: LessonplanYear5/6 214
Index 215

INTRODUCTION
Achieving theTDAStandardsinteaching
design andtechnologyat Key Stages1and 2 ^
how thisbookcanhelp
The aim of this book is to support primary teacher trainees and newly qualified
teacherstodelivercreativeandeffectivedesignandtechnologylessonsintheprimary
classroom. It is especially intended for those who have had only an introductory
courseinthesubjectduringtheirInitialTeacherEducation(ITE)course.Thebookis
organisedintoclearchaptersinwhichthesubjectmatterissetoutinawaythatcanbe
accessedquicklywhilstprovidingadepthofunderstandingbeyondthe‘survivalinthe
classroom’ level. It is the author’s belief that to do something well, especially
somethingascomplexasteaching,youneedtoknowwhy todoitaswellashow to
doit.
Theintentionofthisbookistosupportallstudentstobecomeeffectiveteachersof
designandtechnology.Thetargetaudienceofthisbook,therefore,isallstudentswho
wanttohelpthemselvestoachievetheTrainingandDevelopmentAgency’sStandards
indesignandtechnologyandwanttobesureofteachingthesubjectwellandthatthey
willbeeffectiveintheclassroom.
Therewillbereferencesthroughoutto:
. NationalCurriculumforEnglanda ndWales(readersinScotlandshouldreferto
theNationalCurriculumforScotlandandWelshreadersareadvisedto
acquaintthemselveswithCurriculumCymru;thedifferencesbetweenthe
nationalcurriculafordesignandtechnologyarenotsufficienttohinderthe
contentofthisbook’sapplicabilityacrosstheUnitedKingdom);
. ExcellenceandEnjoyment:astrategyforprimaryschools(2003);
. GuidanceforFoundationandPrimaryPhasesInitialTeacherTrainingandContinuing
ProfessionalDevelopmentinDesignandTechnology(2005),DATA(theDesignand
TechnologyAssociation).
1
INTRODUCTION
NoteontheDATAGuidanceBooklet
ThebriefoftheworkingpartyfortheDATAbooklet(whichincludedtheauthor
ofthisbook)wastoapplytheQTSstandardstotheteachingofdesignandtech-
nology and to provide guidance for student teachers, mentors, ITE educators
andteachers.Theworkingpartyidentifiedthreelevelsofcompetenceinteaching
designandtechnologyintheprimaryclassroom,accordingtothelevelofprofes-
sionaldevelopmentand/orteachinginputduringInitialTeacherEducation.These
were called Tiers rather than Levels, to avoid confusion with the use of the
word‘Level’inNationalCurriculumdocuments.Tier1containsthecompetences
necessary to teach design and technology satisfactorily.Tier 2 builds onTier1
andapplies to thosechoosing tobecomedesignandtechnologyspecialistsand
Tier3isforsubjectleaders.Thisbookcoversthecompetencesidentifiedunder
Tier1of theDATApublication.
Howtousethisbook
Theformatofthebookisdesignedtobeaccessiblebutalsotomakeyouthink.Youwill
findclearguidanceonhowtoteacheffectivedesignandtechnologylessonsandonthe
learningthatyoucanexpectfromyourpupils.However,theaimofthebookisalsoto
helpyoutobecomeareflectivepractitioner,asitistheauthor’sbeliefthatunlessyou
areareflectivepractitioner,youareunlikelytobeaneffectiveone.
Ineachchapter,therefore,therearereflectiveactivitiesandpracticaltasks.
. Reflectiveactivitiesarethoseinwhichyouareaskedtothinkaboutthepoints
thathavebeenmade,forexample,thinkingabouthowyouwoulddefinedesign
andtechnologyeducation.
. Practicaltasksareforyoutodoonyourownawayfromthebook,forexample,
readingtherelevantsectionoftheNationalCurriculumbeforereadingtherest
ofthechapter.
Itisstronglyrecommendedthatyoukeepnotesonyourresponsestotheseactivities,
even when they do not specifically suggest that you write, draw, make or collect
something. In that way you will build up your own portfolio of your developing
understanding of good design and technology education, which will enable you to
becomeamoreeffectiveandreflectivepractitionerintheprimaryclassroom.
Reference andresources
Governmentdocumentation
DfEE (1999) The National Curriculum. London: Department for Education and
Employment.
TDA(2002)QualifyingtoTeach^ProfessionalStandardsforQualifiedTeacherStatusand
Requirements for Initial TeacherTraining.TheTraining and Development Agency
(TDA)StandardsforQualifiedTeacherStatus(QTS).
2
INTRODUCTION
DfEE (2003) Excellence and Enjoyment: a strategy for primary schools. London:
DepartmentforEducationandEmployment).
Governmentwebsites
TheNationalCurriculumforDesignandTechnologycanbefoundat:
www.ncaction.org.uk/subjects/design/index.htm
DATA(theDesignandTechnologyAssociation)
WellesbourneHouse,WaltonRoad,Wellesbourne,WarwickshireCV359JB.
www.data.org.uk
DATA (2005) Guidanceforfoundationandprimaryphasesinitialteachertrainingand
continuingprofessionaldevelopmentindesignandtechnology.Wellesbourne:DATA
(theDesignandTechnologyAssociation).

3
Friday 2nd June 2006
1 DESIGNED TECHNOLOGY AND
EDUCATION
Thisfirstchapterwilladdressthosefirstquestionsaboutdesignandtechnology
asaprimaryschoolsubjectthroughdefiningthesubjectarea,itswayofseeing
theworldanditsspecificcontributiontochildren’slearningandexaminingthe
wayinwhichhumanityhasshapedtheenvironmentthroughdesigning
technologicalsolutionstoperceivedneedsandwantsofitsmembers.
So,thischapterwill:
. considerthenatureofdesignandtechnology;
. reflectonthedifferencebetweentechnologyandscience;
. becomeawareofsomeofthehistoryoftechnology;
. starttounderstandthekeyissuesinteachingdesignandtechnology.
Definingdesign andtechnology
Askanyoneinthestreetthequestion‘Whatisdesignandtechnology?’and,if they
leftschoolfewerthan10yearsago,theywillprobablytellyouitwassomethingthey
didatschool,oriftheyareolder thanthat,theywilllookblank.Tryshorteningitto
‘DandT’andtheproportionofblankstaresgoesup.Tryaskingsomeonefromanother
country,preferablyalongway fromyourown† Ayoungwomannewlyarrivedin
the UKfrom East Asia said,‘I have never heard of putting the word‘‘design’’ with
‘‘technology’’.Whatdoesthatmean?’

Practical task
Whatisyourreactiontothequestion‘Whatisdesignandtechnology?’Don’tskip
throughtotrytofindtheanswerfurtherdownthechapter!Foldapieceofpaper
inhalfandheadoneside‘Design’andtheotherside‘Technology’andthenlist
allthethingsyouassociatewitheachwordundereachheading–bothprocesses
(e.g.investigating)andproducts(e.g.wheel).
Nowlookatyourtwolists.Couldyoubegintocombinethemtomakeafirstgo
atadefinitionofdesignandtechnology?Trytowriteashortparagraphrather
thanasentence.
Thisisnotaneasytask.Theexpertsataninternationalconferencerecentlycame
upwithalonglistandanevenlongerdiscussion.
4