PrimaryThe Practical Primary Poster PublicationIssue 30 2016
Visit us at:
data.org.ukfor more news, resources
and information
Familiar objects are a good place to start when developing children’s knowledge and understanding of the range of possibilities in design. Chairs may appear to children to be made from a limited range of materials and have similar shapes, but exploring the variety that is available will help broaden their appreciation of the possibilities when designing.
Chairs offer a meaningful context for designing and making freestanding structures that are strong and stable. The questions and vocabulary on the poster will act as starting points for children to understand the functionality, purpose and users for products that they design and make. Children are asked to identify the materials used and to consider how and by whom different chairs might be used.
This poster might be used when teaching structures at KS1, building on the EYFS resources ‘Chairs for Three bears’ and ‘Let’s Look at Products’, available from the D&T Association resource shop. It might also be used with the KS1 Projects on a Page planner ‘Freestanding Structures’.
Each term’s D&T Primary includes two A2 posters to use as classroom resources and to help with your lesson planning.
The posters are usually associated with downloadable resources available from the resource shop on the Association’s website.
How to the use the classroom posters in this issue
Although ‘sustainable energy’ is not specifically mentioned in the National Curriculum for Design and Technology, it states that children should develop a critical understanding of its impact on daily life and the wider world [and that] they should work in a range of relevant contexts [for example the wider environment]. There are opportunities to explore the idea of sustainable energy in children’s electrical products, where appropriate, and to make helpful links to science to apply their understanding of electrical circuits.
The poster includes a brief introduction to the principles of solar energy and how photovoltaic cells convert sunlight into electricity. This will help get children thinking about how to include solar panels into their designs for products, where to place them and how to fix panels on to a structure when designing and making.
There are prompts for possible products that may fit into themes and projects in your school, particularly when they involve linking science and D&T, and some questions to help direct children’s design decisions and choice of products.
This poster might be used when teaching circuits and switches at KS2 using the Projects on a Page planners ‘Simple circuits and switches’ and ‘More complex switches’ and with the resource ‘Developing handmade switches’.
Solar power – Key Stage 2
Chairs – Key Stage 1
In this issue: Minimum requirements to teach primary D&T
Unpicking whole curriculum packages
Posters: • Solar power KS2 • Chairs KS1
Download great resources at: www.data.org.ukThere is a great range of resources to support your D&T teaching available through the Association’s website.
Each term we add a number of new and updated resources and curriculum advice for Primary. Search or browse the resource shop for a vast range of projects and helpful guidance.
Membership News
Our Summer School is evolving this year and moving venue. It will take place at the Warwick Manufacturing Group (WMG) Academy for Young Engineers, a University Technical College (UTC), which sits in the campus of Warwick University. A big thank you to the Academy for opening their doors and hosting this exciting two-day event.
The Primary Summer School will be led on 8th July 2016 by our Lead Primary Education Consultant, Gareth Pimley and Laura Bullock, D&T Subject Leader from the Harris Primary Academy in London. The day will be spent working through the challenges of being a primary subject leader. Delegates will have the opportunity to trial a range of practical strategies to overcome challenges of delivering the subject, based on the Primary Design and Technology Subject Leaders’ File which has been fully revised and updated for 2016. Delegates will receive a free copy of the Primary Design and Technology Subject Leaders’ on the day.
What our delegates have said in previous years:
“Excellent informative day, which has been very useful.”
“A fantastic course – exceeded expectations – thank you.”
“Really enhanced my subject knowledge & ideas of how to train staff. Thank you” Take a look at the video of last year’s Primary Summer School and see how much the delegates gained from their day last year http://tv.data.org.uk/News?video=80269
Put the dates in your school calendar as soon as possible and ask your school to budget for your delegate fee. Cost for the event is £195 member rate, per person per day and £250 non-member rate, per person per day. When booking, remember to log in to ensure your member discount is applied at check out.
You can book your place online at www.data.org.uk/training-and-events, call us on 01789 470007 or emailing us at [email protected]. We look forward to seeing your there.
This year we were delighted to welcome our winners and their guests to the presentation dinner for the 16th D&T Association Excellence Awards, held at IET London on Friday 11th March 2016. Over 130 guests enjoyed the presentation evening, hosted by Kate Bellingham. The awards gave professional recognition to individuals nominated by their colleagues for their unique work in D&T education across the categories. Primary teachers were well represented in the ceremony and listed below.
We would like to thank everyone who attended for making the evening so memorable and a big thank you to our sponsors for their invaluable support. We congratulate again our very worthy 2016 award winners:
Primary D&T Summer School WMG Academy for Young Engineers, Coventry, July 7-8th 2016
Celebrating Excellence in Design and Technology Education in 2016
Outstanding Contribution to D&T Education Award Sandie Kendall, Consultant, LewishamTeacher Training Award Jason Davies, Cardiff School of EducationSubject Leadership Design and Technology Award Kiran Ramlagan, Redbridge Primary School, IlfordOutstanding Teacher Award Josie Douglas, Malden Parochial Church of England Primary SchoolOutstanding Newcomer to D&T Award Sophie Bruce, Trenance Learning Academy, CornwallExceptional Support for D&T Kathy Hunt and Lynn Pettet, Godwin Primary School, Dagenham
Primary Editorial – January 2016There are some of important developments to report in primary D&T this term, including a greater role for Ofsted inspectors in monitoring food education in schools. There’s also a range of exciting new and upcoming resources, to support primary schools with teaching the subject effectively.
We must begin, however, by giving our profound thanks to Prof. Clare Benson, who led her final meeting as Chair of the Association’s Primary Working Group last term. Clare, who is Professor of Education at Birmingham City University, has been a member of the Association since its
inception in 1989 and has chaired the Group – previously known as the Primary Advisory Group since its inception.
As the leading light in primary D&T – nationally and internationally – her work for the Group has been immense, including contributions to a host of major publications, numerous CPD events and many initiatives central to the development of the subject at primary level. Clare’s leadership of the Group was expert, incisive, tenacious and pragmatic, drawing on an unparalleled understanding of the needs of primary D&T subject leaders and classroom teachers. We are extremely grateful for all her hard work for the Association and her unwavering support for D&T in primary schools. Rebecca Higgins, Deputy Headteacher and experienced D&T subject leader, will formally take up the role of Chair in the autumn term.
School food was highlighted in the January update for Ofsted inspectors. The update explains how the School Food Plan and resources are relevant to inspectors’ assessment of how schools are supporting pupils to keep themselves healthy, including through making informed choices about healthy eating. According to the update, inspectors should be familiar with the plan and the resources. Our advice is that primary headteachers and D&T subject leaders also become familiar with this guidance, particularly ‘Creating a Culture and Ethos of Healthy Eating: a practical guidance’, ‘A checklist for headteachers’ and ‘Showing What Works Well’.
The School Food Plan and resources can be found at www.schoolfoodplan.com.
This issue of D&T Primary includes a list of twelve minimum requirements for primary schools. These are recommendations from the Association that deal with the ‘nuts and bolts’ of the subject that can either make or break teaching and learning in KS1 and KS2, including time allocation, the cost of resources and the nature and frequency of projects. We hope you find them useful in developing practice in your school.
Finally, several new resources are now available to download, including a clickable version of the progression framework, guidance on applying computing in D&T at KS2, useful primary planning links and the third in a series of primary videos on implementing National Curriculum 2014. School members will soon have free access to the primary self-review framework and resources, and everyone will have the opportunity to top up their Projects on a Page scheme of work with a pack of new project planners available shortly.
Wishing you a very enjoyable summer term.
Richard Green, Chief Executive Gareth Pimley, Lead Primary Consultant
Professor Clare Benson
Clare Benson handing over to Rebecca Higgins as new Primary Working Group Chair
PrimaryThe Practical Primary Poster PublicationIssue 30 2016
Visit us at:
data.org.ukfor more news, resources
and information
Familiar objects are a good place to start when developing children’s knowledge and understanding of the range of possibilities in design. Chairs may appear to children to be made from a limited range of materials and have similar shapes, but exploring the variety that is available will help broaden their appreciation of the possibilities when designing.
Chairs offer a meaningful context for designing and making freestanding structures that are strong and stable. The questions and vocabulary on the poster will act as starting points for children to understand the functionality, purpose and users for products that they design and make. Children are asked to identify the materials used and to consider how and by whom different chairs might be used.
This poster might be used when teaching structures at KS1, building on the EYFS resources ‘Chairs for Three bears’ and ‘Let’s Look at Products’, available from the D&T Association resource shop. It might also be used with the KS1 Projects on a Page planner ‘Freestanding Structures’.
Each term’s D&T Primary includes two A2 posters to use as classroom resources and to help with your lesson planning.
The posters are usually associated with downloadable resources available from the resource shop on the Association’s website.
How to the use the classroom posters in this issue
Although ‘sustainable energy’ is not specifically mentioned in the National Curriculum for Design and Technology, it states that children should develop a critical understanding of its impact on daily life and the wider world [and that] they should work in a range of relevant contexts [for example the wider environment]. There are opportunities to explore the idea of sustainable energy in children’s electrical products, where appropriate, and to make helpful links to science to apply their understanding of electrical circuits.
The poster includes a brief introduction to the principles of solar energy and how photovoltaic cells convert sunlight into electricity. This will help get children thinking about how to include solar panels into their designs for products, where to place them and how to fix panels on to a structure when designing and making.
There are prompts for possible products that may fit into themes and projects in your school, particularly when they involve linking science and D&T, and some questions to help direct children’s design decisions and choice of products.
This poster might be used when teaching circuits and switches at KS2 using the Projects on a Page planners ‘Simple circuits and switches’ and ‘More complex switches’ and with the resource ‘Developing handmade switches’.
Solar power – Key Stage 2
Chairs – Key Stage 1
In this issue: Minimum requirements to teach primary D&T
Unpicking whole curriculum packages
Posters: • Solar power KS2 • Chairs KS1
Download great resources at: www.data.org.ukThere is a great range of resources to support your D&T teaching available through the Association’s website.
Each term we add a number of new and updated resources and curriculum advice for Primary. Search or browse the resource shop for a vast range of projects and helpful guidance.
Membership News
Our Summer School is evolving this year and moving venue. It will take place at the Warwick Manufacturing Group (WMG) Academy for Young Engineers, a University Technical College (UTC), which sits in the campus of Warwick University. A big thank you to the Academy for opening their doors and hosting this exciting two-day event.
The Primary Summer School will be led on 8th July 2016 by our Lead Primary Education Consultant, Gareth Pimley and Laura Bullock, D&T Subject Leader from the Harris Primary Academy in London. The day will be spent working through the challenges of being a primary subject leader. Delegates will have the opportunity to trial a range of practical strategies to overcome challenges of delivering the subject, based on the Primary Design and Technology Subject Leaders’ File which has been fully revised and updated for 2016. Delegates will receive a free copy of the Primary Design and Technology Subject Leaders’ on the day.
What our delegates have said in previous years:
“Excellent informative day, which has been very useful.”
“A fantastic course – exceeded expectations – thank you.”
“Really enhanced my subject knowledge & ideas of how to train staff. Thank you” Take a look at the video of last year’s Primary Summer School and see how much the delegates gained from their day last year http://tv.data.org.uk/News?video=80269
Put the dates in your school calendar as soon as possible and ask your school to budget for your delegate fee. Cost for the event is £195 member rate, per person per day and £250 non-member rate, per person per day. When booking, remember to log in to ensure your member discount is applied at check out.
You can book your place online at www.data.org.uk/training-and-events, call us on 01789 470007 or emailing us at [email protected]. We look forward to seeing your there.
This year we were delighted to welcome our winners and their guests to the presentation dinner for the 16th D&T Association Excellence Awards, held at IET London on Friday 11th March 2016. Over 130 guests enjoyed the presentation evening, hosted by Kate Bellingham. The awards gave professional recognition to individuals nominated by their colleagues for their unique work in D&T education across the categories. Primary teachers were well represented in the ceremony and listed below.
We would like to thank everyone who attended for making the evening so memorable and a big thank you to our sponsors for their invaluable support. We congratulate again our very worthy 2016 award winners:
Primary D&T Summer School WMG Academy for Young Engineers, Coventry, July 7-8th 2016
Celebrating Excellence in Design and Technology Education in 2016
Outstanding Contribution to D&T Education Award Sandie Kendall, Consultant, LewishamTeacher Training Award Jason Davies, Cardiff School of EducationSubject Leadership Design and Technology Award Kiran Ramlagan, Redbridge Primary School, IlfordOutstanding Teacher Award Josie Douglas, Malden Parochial Church of England Primary SchoolOutstanding Newcomer to D&T Award Sophie Bruce, Trenance Learning Academy, CornwallExceptional Support for D&T Kathy Hunt and Lynn Pettet, Godwin Primary School, Dagenham
Primary Editorial – January 2016There are some of important developments to report in primary D&T this term, including a greater role for Ofsted inspectors in monitoring food education in schools. There’s also a range of exciting new and upcoming resources, to support primary schools with teaching the subject effectively.
We must begin, however, by giving our profound thanks to Prof. Clare Benson, who led her final meeting as Chair of the Association’s Primary Working Group last term. Clare, who is Professor of Education at Birmingham City University, has been a member of the Association since its
inception in 1989 and has chaired the Group – previously known as the Primary Advisory Group since its inception.
As the leading light in primary D&T – nationally and internationally – her work for the Group has been immense, including contributions to a host of major publications, numerous CPD events and many initiatives central to the development of the subject at primary level. Clare’s leadership of the Group was expert, incisive, tenacious and pragmatic, drawing on an unparalleled understanding of the needs of primary D&T subject leaders and classroom teachers. We are extremely grateful for all her hard work for the Association and her unwavering support for D&T in primary schools. Rebecca Higgins, Deputy Headteacher and experienced D&T subject leader, will formally take up the role of Chair in the autumn term.
School food was highlighted in the January update for Ofsted inspectors. The update explains how the School Food Plan and resources are relevant to inspectors’ assessment of how schools are supporting pupils to keep themselves healthy, including through making informed choices about healthy eating. According to the update, inspectors should be familiar with the plan and the resources. Our advice is that primary headteachers and D&T subject leaders also become familiar with this guidance, particularly ‘Creating a Culture and Ethos of Healthy Eating: a practical guidance’, ‘A checklist for headteachers’ and ‘Showing What Works Well’.
The School Food Plan and resources can be found at www.schoolfoodplan.com.
This issue of D&T Primary includes a list of twelve minimum requirements for primary schools. These are recommendations from the Association that deal with the ‘nuts and bolts’ of the subject that can either make or break teaching and learning in KS1 and KS2, including time allocation, the cost of resources and the nature and frequency of projects. We hope you find them useful in developing practice in your school.
Finally, several new resources are now available to download, including a clickable version of the progression framework, guidance on applying computing in D&T at KS2, useful primary planning links and the third in a series of primary videos on implementing National Curriculum 2014. School members will soon have free access to the primary self-review framework and resources, and everyone will have the opportunity to top up their Projects on a Page scheme of work with a pack of new project planners available shortly.
Wishing you a very enjoyable summer term.
Richard Green, Chief Executive Gareth Pimley, Lead Primary Consultant
Professor Clare Benson
Clare Benson handing over to Rebecca Higgins as new Primary Working Group Chair
In recent years many primary schools have bought into curriculum packages. There is a very wide range on offer – International Primary Curriculum, Cornerstones Curriculum, Essentials Curriculum, PlanBee, Twinkl PlanIt and Inspire Cornwall – to name just a few. Some provide planning and support for all subjects within a single resource, whilst others allow schools to buy specific subject plans or units of work according to their needs.Whether your school has purchased such a resource or is thinking of doing so, as a subject leader it is important to evaluate the quality of the materials from a D&T perspective. This will help you to advise your senior leadership team when they are considering which package to buy. If you already have a curriculum package, evaluating its strengths and weaknesses can help you to decide whether it needs to be modified in order to secure good practice in D&T. These are some questions you may use to check whether the package you currently have, or that your SLT is proposing to buy, is up to scratch. To what extent do the D&T materials:
promote a genuine experience for children where they design, make and evaluate functional products for clearly identified users and purposes?
ensure that children have opportunities to develop their knowledge, understanding and skills through focused tasks and the evaluation of existing products?
meet the requirements of the 2014 National Curriculum for D&T?
guarantee that all aspects of the subject are covered adequately: food, textiles, structures, mechanisms and mechanical systems, electrical systems?
provide a series of age-appropriate developmental steps to ensure progress in children’s learning?
ensure that children are working within a range of relevant contexts?
clearly identify D&T as a subject in its own right?
make connections with other subjects that enhance children’s learning?
help classroom teachers to translate planning into practice?
enable teachers to tailor activities to meet children’s needs and interests?
The next issue of D&T Primary will suggest some possible strategies for improving the curriculum package you may currently be using and will review the D&T content of some packages available on the market.
Unpicking whole curriculum packagesGareth Pimley, our lead primary consultant, provides a checklist for subject leaders when evaluating the quality of the design and technology content within whole curriculum packages.
Subject leaders often ask the Design and Technology Association for advice about factors that either enable or create barriers to effective teaching and learning in the subject. These include the amount of teaching time that should be allocated, the size of budget needed for materials and components, and how many projects should be taught each term.
In response, the Association and the D&T Expert Subject Advisory Group (ESAG) have developed a set of twelve minimum requirements for KS1 and KS2. These are recommendations, based on evidence and established good practice in the subject, which schools may wish to consider when they are reviewing and developing their provision in D&T. Together they provide an underlying foundation for effective practice from Year 1 to Year 6.
Several of the minimum requirements focus on the nature and frequency of
D&T projects. A project or unit of work comprises a number of related activities that enable children to design, make and evaluate functional products for clearly identified users and purposes. Projects are based on teachers’ medium-term planning and are usually undertaken on a termly basis.
Each of the minimum requirements is accompanied by an explanation and, where relevant, background evidence and related resources:
Minimum requirements for
effective practice in KS1 and KS2
Each project should address the six D&T principles
Six, interrelated principles have been developed by the D&T Expert Subject Advisory Group (ESAG). They describe the features of a genuine D&T experience and can be applied to all aspects of the subject. Each principle should be evident, to a greater or lesser extent, in each project that children undertake. The principles provide a helpful starting point for clarifying and securing the distinctive nature of D&T in the classroom. The 2014 National Curriculum requirements are consistent with the six principles. For more information see https://www.data.org.uk/shop-products/are-you-really-teaching-dt-and-dt-principles-guidance/ and https://www.data.org.uk/media/1130/school-curriculum-principles-for-dt.pdf.
Investigative and Evaluative Activities (IEAs), Focused Tasks (FTs) and a Design, Make and Evaluate Assignment
(DMEA) should be included in each D&T project
The three types of activity that contribute to a D&T project have been an established part of good practice in KS1 and KS2 for at least 20 years. Introduced as a statutory requirement in the 1995 National Curriculum, they were well-received by primary schools as they helped to ensure that children were taught the necessary knowledge, understanding and skills needed to engage effectively in the process of designing and making.
The requirement to teach three types of activity continued in the 1999 National Curriculum and they are the basis of the planners in the D&T Association’s Projects on a Page scheme of work. For an example of how these activities are used in a D&T project see https://www.data.org.uk/resource-shop/projects-on-a-page-in-action/. For general advice on how to plan a D&T project through medium-term planning see the D&TTV clip at http://tv.data.org.uk/How-to-guides-Tutorials.
Time allocation of 8-12 hours per project
For most projects, a time allocation of 8-12 hours per project is recommended. This equates to an average of 45-60 minutes per week of D&T. Many schools block time for non-core foundation subjects, and design and technology is often paired with art and design so that, for example, children study design and technology for 8-12 hours in the first half term (approximately one afternoon per week), with art and design studied in the second half term.
This recommendation is based on the teaching times suggested in the QCA Scheme of Work for D&T, where projects were designed to be taught in 11 hours or less. The QCA Scheme had a track record of raising standards in KS1 and KS2, and was frequently praised by HMI, for example in Ofsted (2008) Education for a Technologically Advanced Nation, as providing a good basis for teaching and learning.
There may be some projects in your school’s long-term plan which can be carried out effectively in less time. In these instances, 6 hours per project is recommended as the absolute minimum.
Please note that there are no statutory time allocations for National Curriculum subjects.
Teach one project per term in each class
Teaching one project a term in each class – a total of 18 projects across KS1 and KS2 – will help to ensure that children receive their entitlement to the 2014 National Curriculum. It will also help to ensure that enough D&T is taught for children to make good progress and that all aspects of the programmes of study for KS1 and KS2 are covered adequately. Please see https://www.data.org.uk/shop-products/example-long-term-plan-2014/ for an example long-term plan that meets this recommendation.
Minimum budget for consumables in KS1 and KS2 – £3.70 per pupil per year
The recommended minimum budget for consumable materials and components used in D&T during the course of a year is £3.70 per pupil. This figure is based on the estimated, average cost (February 2016) of the materials and components listed in the project planners in the Projects on a Page scheme of work. It assumes that across KS1 and KS2 children will design and make products individually, in pairs or in small groups, depending on the project being undertaken. This costing provides scope for children to make a limited number of design decisions.
Please note that this figure excludes generally available consumables such as PVA glue and paper. It also excludes the cost of tools, equipment, utensils, construction kits, product handling collections, teaching aids, computer hardware and software, for which a further budget would need to be allocated. These resources would be purchased on a less frequent basis.
For more information about Projects on a Page see https://www.data.org.uk/shop-products/projects-on-a-page-printed-copy-with-cd/ or https://www.data.org.uk/shop-products/projects-on-a-page-digital-copy/.
D&T should be taught principally by teachers
Teachers should have the main responsibility for planning and teaching design and technology in KS1 and KS2. This does not preclude other trained adults, such as teaching assistants or STEM ambassadors from providing valuable support for children’s learning in the subject. However, D&T should be taught principally by teachers to a) ensure the ongoing development of their subject expertise b) maximise links between D&T and other subjects such as mathematics, science or art and design c) help to ensure safe practice d) build on children’s previous learning and e) make sure the subject is afforded the same status as other National Curriculum subjects.
Subject leader – entitlement to CPD and non-
contact time
Schools should ensure that design and technology subject leaders receive sufficient, good quality continuing professional development (CPD) to fulfil their responsibilities effectively. This might, for example, include attendance at externally-provided training events, school-based support or membership of the Design and Technology Association.
According to the School Teachers’ Pay and Conditions Document 2015 (paragraph 54.6), subject leaders are entitled, so far as is reasonably practicable, to a reasonable amount of time during school sessions for the purpose of discharging their responsibilities. Design and technology subject leaders should therefore be provided with a reasonable amount of non-contact time to carry out their responsibilities which may include, for example, supporting colleagues with planning and teaching, monitoring and evaluating provision in the school or developing their own subject expertise. For more details see https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/451908/School-teachers_-pay-and-conditions-document-2015.pdf
Level 2 Food Safety – at least one member
of staff per school to be trained specifically to support practice in D&T
In order to ensure safe and hygienic practice when working with food in D&T, it is recommended that at least one member of staff attends Level 2 Food Safety training, gains accreditation and subsequently disseminates this training to members of staff in school. Training is offered by a number of providers, including the Design and Technology Association. See https://www.data.org.uk/for-education/food-safety/teaching-food-safely-in-the-primary-school/ for more details.
Ensure that you comply with your local authority, employer and school guidance on food safety and hygiene.
D&T Association Primary Health and Safety
Standards – at least one member of staff per school to be trained
In order to ensure safe practice in primary design and technology, it is recommended that at least one member of staff, usually the D&T subject leader, attends the D&T Association’s Primary Health and Safety Standards training, gains accreditation and subsequently disseminates this training to members of staff in school. This training is offered through the Design and Technology Association. See https://www.data.org.uk/for-education/health-and-safety/ for more details.
Ensure that you comply with your local authority, employer and school guidance on health and safety.
David Barnard ObituaryIt is with great sadness that we announce the death of David Barnard, aged 72 from Winchester, Hampshire, who passed away suddenly on Monday 4th January.
David was married to Gilly and together they had two sons Ade and Giles. David devoted his career to the education sector and will be remembered for inspiring many school children, college students and teachers across the country through his passion for Engineering, Design and Technology, which he shared via his work with the Jaguar Primary School Challenge. David will be very sadly missed by all.
1 Curriculum coverage – food, textiles,
structures, mechanisms in KS1 and food, textiles, structures, mechanical systems, electrical systems in KS2
To ensure that all aspects of the 2014 National Curriculum are covered adequately and taught in sufficient depth, long-term planning should include projects that address food, textiles, structures and mechanisms in KS1 and food, textiles, structures, mechanical systems and electrical systems in KS2. The D&T Association’s Projects on a Page scheme of work is built around these aspects of the subject. For more information about curriculum coverage see the D&TTV clip on long-term planning at http://tv.data.org.uk/How-to-guides-Tutorials and download an example long-term plan at https://www.data.org.uk/shop-products/example-long-term-plan-2014/.
During KS2 teach programming and control in two D&T
projects and computer-aided design (CAD) in two D&T projects
In order to comply with National Curriculum requirements at KS2 on the use of computing in D&T and to help children to make progress, four D&T projects should include a substantial computing element. In Year 3 or 4, children should have the opportunity to program and control a product they have designed and made, whilst in Year 5 or 6 they should also incorporate monitoring and learn about inputs as well as outputs. Similarly during KS2, children should have two opportunities to use computer-aided design (CAD) in order to ensure progress in their learning. Please see https://www.data.org.uk/shop-products/example-long-term-plan-2014/ for an example long-term plan that incorporates both strands of computing within D&T and download guidance from https://www.data.org.uk/shop-products/applying-computing-in-dt-at-ks2-and-ks3/.
5 Teach one D&T food project per year, including
cooking and nutrition requirements
In order to comply with National Curriculum expectations for cooking and nutrition, it is recommended that at least one food project is taught per year in each class i.e. 6 out of the 18 projects taught from Year 1 to Year 6. This will ensure that the requirement to prepare more than one dish in KS1 and a variety of dishes in KS2 is addressed. Ensure that each project incorporates National Curriculum requirements for designing and making, and cooking and nutrition. This recommendation does not prevent schools from teaching further, standalone food activities outside D&T or through other subjects. Please see https://www.data.org.uk/shop-products/example-long-term-plan-2014/ for an example long-term plan that meets this recommendation and https://www.data.org.uk/shop-products/primary-dt-food-guidance/ for general advice on teaching food projects in D&T.
6 72
4
8 9
10 1211
3
School Gate SET is a new initiative to develop parent and carer volunteers to work with children and support STEM learning in primary schools. To show your interest please email [email protected] School Gate SET is funded by Institute of Engineering and Technology and the Institute of Mechanical Engineering. Visit the website: http://schoolgateset.blogspot.co.uk/
In recent years many primary schools have bought into curriculum packages. There is a very wide range on offer – International Primary Curriculum, Cornerstones Curriculum, Essentials Curriculum, PlanBee, Twinkl PlanIt and Inspire Cornwall – to name just a few. Some provide planning and support for all subjects within a single resource, whilst others allow schools to buy specific subject plans or units of work according to their needs.Whether your school has purchased such a resource or is thinking of doing so, as a subject leader it is important to evaluate the quality of the materials from a D&T perspective. This will help you to advise your senior leadership team when they are considering which package to buy. If you already have a curriculum package, evaluating its strengths and weaknesses can help you to decide whether it needs to be modified in order to secure good practice in D&T. These are some questions you may use to check whether the package you currently have, or that your SLT is proposing to buy, is up to scratch. To what extent do the D&T materials:
promote a genuine experience for children where they design, make and evaluate functional products for clearly identified users and purposes?
ensure that children have opportunities to develop their knowledge, understanding and skills through focused tasks and the evaluation of existing products?
meet the requirements of the 2014 National Curriculum for D&T?
guarantee that all aspects of the subject are covered adequately: food, textiles, structures, mechanisms and mechanical systems, electrical systems?
provide a series of age-appropriate developmental steps to ensure progress in children’s learning?
ensure that children are working within a range of relevant contexts?
clearly identify D&T as a subject in its own right?
make connections with other subjects that enhance children’s learning?
help classroom teachers to translate planning into practice?
enable teachers to tailor activities to meet children’s needs and interests?
The next issue of D&T Primary will suggest some possible strategies for improving the curriculum package you may currently be using and will review the D&T content of some packages available on the market.
Unpicking whole curriculum packagesGareth Pimley, our lead primary consultant, provides a checklist for subject leaders when evaluating the quality of the design and technology content within whole curriculum packages.
Subject leaders often ask the Design and Technology Association for advice about factors that either enable or create barriers to effective teaching and learning in the subject. These include the amount of teaching time that should be allocated, the size of budget needed for materials and components, and how many projects should be taught each term.
In response, the Association and the D&T Expert Subject Advisory Group (ESAG) have developed a set of twelve minimum requirements for KS1 and KS2. These are recommendations, based on evidence and established good practice in the subject, which schools may wish to consider when they are reviewing and developing their provision in D&T. Together they provide an underlying foundation for effective practice from Year 1 to Year 6.
Several of the minimum requirements focus on the nature and frequency of
D&T projects. A project or unit of work comprises a number of related activities that enable children to design, make and evaluate functional products for clearly identified users and purposes. Projects are based on teachers’ medium-term planning and are usually undertaken on a termly basis.
Each of the minimum requirements is accompanied by an explanation and, where relevant, background evidence and related resources:
Minimum requirements for
effective practice in KS1 and KS2
Each project should address the six D&T principles
Six, interrelated principles have been developed by the D&T Expert Subject Advisory Group (ESAG). They describe the features of a genuine D&T experience and can be applied to all aspects of the subject. Each principle should be evident, to a greater or lesser extent, in each project that children undertake. The principles provide a helpful starting point for clarifying and securing the distinctive nature of D&T in the classroom. The 2014 National Curriculum requirements are consistent with the six principles. For more information see https://www.data.org.uk/shop-products/are-you-really-teaching-dt-and-dt-principles-guidance/ and https://www.data.org.uk/media/1130/school-curriculum-principles-for-dt.pdf.
Investigative and Evaluative Activities (IEAs), Focused Tasks (FTs) and a Design, Make and Evaluate Assignment
(DMEA) should be included in each D&T project
The three types of activity that contribute to a D&T project have been an established part of good practice in KS1 and KS2 for at least 20 years. Introduced as a statutory requirement in the 1995 National Curriculum, they were well-received by primary schools as they helped to ensure that children were taught the necessary knowledge, understanding and skills needed to engage effectively in the process of designing and making.
The requirement to teach three types of activity continued in the 1999 National Curriculum and they are the basis of the planners in the D&T Association’s Projects on a Page scheme of work. For an example of how these activities are used in a D&T project see https://www.data.org.uk/resource-shop/projects-on-a-page-in-action/. For general advice on how to plan a D&T project through medium-term planning see the D&TTV clip at http://tv.data.org.uk/How-to-guides-Tutorials.
Time allocation of 8-12 hours per project
For most projects, a time allocation of 8-12 hours per project is recommended. This equates to an average of 45-60 minutes per week of D&T. Many schools block time for non-core foundation subjects, and design and technology is often paired with art and design so that, for example, children study design and technology for 8-12 hours in the first half term (approximately one afternoon per week), with art and design studied in the second half term.
This recommendation is based on the teaching times suggested in the QCA Scheme of Work for D&T, where projects were designed to be taught in 11 hours or less. The QCA Scheme had a track record of raising standards in KS1 and KS2, and was frequently praised by HMI, for example in Ofsted (2008) Education for a Technologically Advanced Nation, as providing a good basis for teaching and learning.
There may be some projects in your school’s long-term plan which can be carried out effectively in less time. In these instances, 6 hours per project is recommended as the absolute minimum.
Please note that there are no statutory time allocations for National Curriculum subjects.
Teach one project per term in each class
Teaching one project a term in each class – a total of 18 projects across KS1 and KS2 – will help to ensure that children receive their entitlement to the 2014 National Curriculum. It will also help to ensure that enough D&T is taught for children to make good progress and that all aspects of the programmes of study for KS1 and KS2 are covered adequately. Please see https://www.data.org.uk/shop-products/example-long-term-plan-2014/ for an example long-term plan that meets this recommendation.
Minimum budget for consumables in KS1 and KS2 – £3.70 per pupil per year
The recommended minimum budget for consumable materials and components used in D&T during the course of a year is £3.70 per pupil. This figure is based on the estimated, average cost (February 2016) of the materials and components listed in the project planners in the Projects on a Page scheme of work. It assumes that across KS1 and KS2 children will design and make products individually, in pairs or in small groups, depending on the project being undertaken. This costing provides scope for children to make a limited number of design decisions.
Please note that this figure excludes generally available consumables such as PVA glue and paper. It also excludes the cost of tools, equipment, utensils, construction kits, product handling collections, teaching aids, computer hardware and software, for which a further budget would need to be allocated. These resources would be purchased on a less frequent basis.
For more information about Projects on a Page see https://www.data.org.uk/shop-products/projects-on-a-page-printed-copy-with-cd/ or https://www.data.org.uk/shop-products/projects-on-a-page-digital-copy/.
D&T should be taught principally by teachers
Teachers should have the main responsibility for planning and teaching design and technology in KS1 and KS2. This does not preclude other trained adults, such as teaching assistants or STEM ambassadors from providing valuable support for children’s learning in the subject. However, D&T should be taught principally by teachers to a) ensure the ongoing development of their subject expertise b) maximise links between D&T and other subjects such as mathematics, science or art and design c) help to ensure safe practice d) build on children’s previous learning and e) make sure the subject is afforded the same status as other National Curriculum subjects.
Subject leader – entitlement to CPD and non-
contact time
Schools should ensure that design and technology subject leaders receive sufficient, good quality continuing professional development (CPD) to fulfil their responsibilities effectively. This might, for example, include attendance at externally-provided training events, school-based support or membership of the Design and Technology Association.
According to the School Teachers’ Pay and Conditions Document 2015 (paragraph 54.6), subject leaders are entitled, so far as is reasonably practicable, to a reasonable amount of time during school sessions for the purpose of discharging their responsibilities. Design and technology subject leaders should therefore be provided with a reasonable amount of non-contact time to carry out their responsibilities which may include, for example, supporting colleagues with planning and teaching, monitoring and evaluating provision in the school or developing their own subject expertise. For more details see https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/451908/School-teachers_-pay-and-conditions-document-2015.pdf
Level 2 Food Safety – at least one member
of staff per school to be trained specifically to support practice in D&T
In order to ensure safe and hygienic practice when working with food in D&T, it is recommended that at least one member of staff attends Level 2 Food Safety training, gains accreditation and subsequently disseminates this training to members of staff in school. Training is offered by a number of providers, including the Design and Technology Association. See https://www.data.org.uk/for-education/food-safety/teaching-food-safely-in-the-primary-school/ for more details.
Ensure that you comply with your local authority, employer and school guidance on food safety and hygiene.
D&T Association Primary Health and Safety
Standards – at least one member of staff per school to be trained
In order to ensure safe practice in primary design and technology, it is recommended that at least one member of staff, usually the D&T subject leader, attends the D&T Association’s Primary Health and Safety Standards training, gains accreditation and subsequently disseminates this training to members of staff in school. This training is offered through the Design and Technology Association. See https://www.data.org.uk/for-education/health-and-safety/ for more details.
Ensure that you comply with your local authority, employer and school guidance on health and safety.
David Barnard ObituaryIt is with great sadness that we announce the death of David Barnard, aged 72 from Winchester, Hampshire, who passed away suddenly on Monday 4th January.
David was married to Gilly and together they had two sons Ade and Giles. David devoted his career to the education sector and will be remembered for inspiring many school children, college students and teachers across the country through his passion for Engineering, Design and Technology, which he shared via his work with the Jaguar Primary School Challenge. David will be very sadly missed by all.
1 Curriculum coverage – food, textiles,
structures, mechanisms in KS1 and food, textiles, structures, mechanical systems, electrical systems in KS2
To ensure that all aspects of the 2014 National Curriculum are covered adequately and taught in sufficient depth, long-term planning should include projects that address food, textiles, structures and mechanisms in KS1 and food, textiles, structures, mechanical systems and electrical systems in KS2. The D&T Association’s Projects on a Page scheme of work is built around these aspects of the subject. For more information about curriculum coverage see the D&TTV clip on long-term planning at http://tv.data.org.uk/How-to-guides-Tutorials and download an example long-term plan at https://www.data.org.uk/shop-products/example-long-term-plan-2014/.
During KS2 teach programming and control in two D&T
projects and computer-aided design (CAD) in two D&T projects
In order to comply with National Curriculum requirements at KS2 on the use of computing in D&T and to help children to make progress, four D&T projects should include a substantial computing element. In Year 3 or 4, children should have the opportunity to program and control a product they have designed and made, whilst in Year 5 or 6 they should also incorporate monitoring and learn about inputs as well as outputs. Similarly during KS2, children should have two opportunities to use computer-aided design (CAD) in order to ensure progress in their learning. Please see https://www.data.org.uk/shop-products/example-long-term-plan-2014/ for an example long-term plan that incorporates both strands of computing within D&T and download guidance from https://www.data.org.uk/shop-products/applying-computing-in-dt-at-ks2-and-ks3/.
5 Teach one D&T food project per year, including
cooking and nutrition requirements
In order to comply with National Curriculum expectations for cooking and nutrition, it is recommended that at least one food project is taught per year in each class i.e. 6 out of the 18 projects taught from Year 1 to Year 6. This will ensure that the requirement to prepare more than one dish in KS1 and a variety of dishes in KS2 is addressed. Ensure that each project incorporates National Curriculum requirements for designing and making, and cooking and nutrition. This recommendation does not prevent schools from teaching further, standalone food activities outside D&T or through other subjects. Please see https://www.data.org.uk/shop-products/example-long-term-plan-2014/ for an example long-term plan that meets this recommendation and https://www.data.org.uk/shop-products/primary-dt-food-guidance/ for general advice on teaching food projects in D&T.
6 72
4
8 9
10 1211
3
School Gate SET is a new initiative to develop parent and carer volunteers to work with children and support STEM learning in primary schools. To show your interest please email [email protected] School Gate SET is funded by Institute of Engineering and Technology and the Institute of Mechanical Engineering. Visit the website: http://schoolgateset.blogspot.co.uk/
PrimaryThe Practical Primary Poster PublicationIssue 30 2016
Visit us at:
data.org.ukfor more news, resources
and information
Familiar objects are a good place to start when developing children’s knowledge and understanding of the range of possibilities in design. Chairs may appear to children to be made from a limited range of materials and have similar shapes, but exploring the variety that is available will help broaden their appreciation of the possibilities when designing.
Chairs offer a meaningful context for designing and making freestanding structures that are strong and stable. The questions and vocabulary on the poster will act as starting points for children to understand the functionality, purpose and users for products that they design and make. Children are asked to identify the materials used and to consider how and by whom different chairs might be used.
This poster might be used when teaching structures at KS1, building on the EYFS resources ‘Chairs for Three bears’ and ‘Let’s Look at Products’, available from the D&T Association resource shop. It might also be used with the KS1 Projects on a Page planner ‘Freestanding Structures’.
Each term’s D&T Primary includes two A2 posters to use as classroom resources and to help with your lesson planning.
The posters are usually associated with downloadable resources available from the resource shop on the Association’s website.
How to the use the classroom posters in this issue
Although ‘sustainable energy’ is not specifically mentioned in the National Curriculum for Design and Technology, it states that children should develop a critical understanding of its impact on daily life and the wider world [and that] they should work in a range of relevant contexts [for example the wider environment]. There are opportunities to explore the idea of sustainable energy in children’s electrical products, where appropriate, and to make helpful links to science to apply their understanding of electrical circuits.
The poster includes a brief introduction to the principles of solar energy and how photovoltaic cells convert sunlight into electricity. This will help get children thinking about how to include solar panels into their designs for products, where to place them and how to fix panels on to a structure when designing and making.
There are prompts for possible products that may fit into themes and projects in your school, particularly when they involve linking science and D&T, and some questions to help direct children’s design decisions and choice of products.
This poster might be used when teaching circuits and switches at KS2 using the Projects on a Page planners ‘Simple circuits and switches’ and ‘More complex switches’ and with the resource ‘Developing handmade switches’.
Solar power – Key Stage 2
Chairs – Key Stage 1
In this issue: Minimum requirements to teach primary D&T
Unpicking whole curriculum packages
Posters: • Solar power KS2 • Chairs KS1
Download great resources at: www.data.org.ukThere is a great range of resources to support your D&T teaching available through the Association’s website.
Each term we add a number of new and updated resources and curriculum advice for Primary. Search or browse the resource shop for a vast range of projects and helpful guidance.
Membership News
Our Summer School is evolving this year and moving venue. It will take place at the Warwick Manufacturing Group (WMG) Academy for Young Engineers, a University Technical College (UTC), which sits in the campus of Warwick University. A big thank you to the Academy for opening their doors and hosting this exciting two-day event.
The Primary Summer School will be led on 8th July 2016 by our Lead Primary Education Consultant, Gareth Pimley and Laura Bullock, D&T Subject Leader from the Harris Primary Academy in London. The day will be spent working through the challenges of being a primary subject leader. Delegates will have the opportunity to trial a range of practical strategies to overcome challenges of delivering the subject, based on the Primary Design and Technology Subject Leaders’ File which has been fully revised and updated for 2016. Delegates will receive a free copy of the Primary Design and Technology Subject Leaders’ on the day.
What our delegates have said in previous years:
“Excellent informative day, which has been very useful.”
“A fantastic course – exceeded expectations – thank you.”
“Really enhanced my subject knowledge & ideas of how to train staff. Thank you” Take a look at the video of last year’s Primary Summer School and see how much the delegates gained from their day last year http://tv.data.org.uk/News?video=80269
Put the dates in your school calendar as soon as possible and ask your school to budget for your delegate fee. Cost for the event is £195 member rate, per person per day and £250 non-member rate, per person per day. When booking, remember to log in to ensure your member discount is applied at check out.
You can book your place online at www.data.org.uk/training-and-events, call us on 01789 470007 or emailing us at [email protected]. We look forward to seeing your there.
This year we were delighted to welcome our winners and their guests to the presentation dinner for the 16th D&T Association Excellence Awards, held at IET London on Friday 11th March 2016. Over 130 guests enjoyed the presentation evening, hosted by Kate Bellingham. The awards gave professional recognition to individuals nominated by their colleagues for their unique work in D&T education across the categories. Primary teachers were well represented in the ceremony and listed below.
We would like to thank everyone who attended for making the evening so memorable and a big thank you to our sponsors for their invaluable support. We congratulate again our very worthy 2016 award winners:
Primary D&T Summer School WMG Academy for Young Engineers, Coventry, July 7-8th 2016
Celebrating Excellence in Design and Technology Education in 2016
Outstanding Contribution to D&T Education Award Sandie Kendall, Consultant, LewishamTeacher Training Award Jason Davies, Cardiff School of EducationSubject Leadership Design and Technology Award Kiran Ramlagan, Redbridge Primary School, IlfordOutstanding Teacher Award Josie Douglas, Malden Parochial Church of England Primary SchoolOutstanding Newcomer to D&T Award Sophie Bruce, Trenance Learning Academy, CornwallExceptional Support for D&T Kathy Hunt and Lynn Pettet, Godwin Primary School, Dagenham
Primary Editorial – January 2016There are some of important developments to report in primary D&T this term, including a greater role for Ofsted inspectors in monitoring food education in schools. There’s also a range of exciting new and upcoming resources, to support primary schools with teaching the subject effectively.
We must begin, however, by giving our profound thanks to Prof. Clare Benson, who led her final meeting as Chair of the Association’s Primary Working Group last term. Clare, who is Professor of Education at Birmingham City University, has been a member of the Association since its
inception in 1989 and has chaired the Group – previously known as the Primary Advisory Group since its inception.
As the leading light in primary D&T – nationally and internationally – her work for the Group has been immense, including contributions to a host of major publications, numerous CPD events and many initiatives central to the development of the subject at primary level. Clare’s leadership of the Group was expert, incisive, tenacious and pragmatic, drawing on an unparalleled understanding of the needs of primary D&T subject leaders and classroom teachers. We are extremely grateful for all her hard work for the Association and her unwavering support for D&T in primary schools. Rebecca Higgins, Deputy Headteacher and experienced D&T subject leader, will formally take up the role of Chair in the autumn term.
School food was highlighted in the January update for Ofsted inspectors. The update explains how the School Food Plan and resources are relevant to inspectors’ assessment of how schools are supporting pupils to keep themselves healthy, including through making informed choices about healthy eating. According to the update, inspectors should be familiar with the plan and the resources. Our advice is that primary headteachers and D&T subject leaders also become familiar with this guidance, particularly ‘Creating a Culture and Ethos of Healthy Eating: a practical guidance’, ‘A checklist for headteachers’ and ‘Showing What Works Well’.
The School Food Plan and resources can be found at www.schoolfoodplan.com.
This issue of D&T Primary includes a list of twelve minimum requirements for primary schools. These are recommendations from the Association that deal with the ‘nuts and bolts’ of the subject that can either make or break teaching and learning in KS1 and KS2, including time allocation, the cost of resources and the nature and frequency of projects. We hope you find them useful in developing practice in your school.
Finally, several new resources are now available to download, including a clickable version of the progression framework, guidance on applying computing in D&T at KS2, useful primary planning links and the third in a series of primary videos on implementing National Curriculum 2014. School members will soon have free access to the primary self-review framework and resources, and everyone will have the opportunity to top up their Projects on a Page scheme of work with a pack of new project planners available shortly.
Wishing you a very enjoyable summer term.
Richard Green, Chief Executive Gareth Pimley, Lead Primary Consultant
Professor Clare Benson
Clare Benson handing over to Rebecca Higgins as new Primary Working Group Chair
Who could you design and make a chair for?
Who might like a soft chair?
Who might need a high chair?
Where would you need a folding chair?
What purpose could your chair have?
Where might it be used?
What materials would you use to make your chair?
How would you join the materials together?
What will you use to make your chair look good?
How will you make it strong enough?
How will you make it stable?
Choose a chair
Technical vocabulary
Which parts of these chairs are made out of wood? Why?
Which parts of these chairs are made out of metal? Why?
Which parts of these chairs are made out of plastic? Why?
Which parts of these chairs are made out of textiles? Why?
design criteria
stability
material
collapse
heavy
ideas
lightwoodwobbly
metal
user
structure
model
plastic
product
textileswide base
finish
designmake
strong
strength
label
glue
framework
purpose
join
stable
What can you learn by
looking closely at chairs?
Who might use these chairs?
Where might they be used?
What might they be
used for?Why have
these materials been used?
Sustainable electricityMany products have solar panels that collect sunlight and change it into electricity
Where have you seen solar power being used?
Why do you think the electricity from solar panels is sustainable?
Can you name some other ways in which electricity can be produced using renewable sources of energy?
GlossaryPhotovoltaic cell – device that changes sunlight into electricity
Solar power – electricity produced from sunlight
Solar panel – panel composed of a number of photovoltaic cells
Solar energy – light and heat from the sun
Sustainable energy – energy from renewable sources
Solar power
Photovoltaic cells Photovoltaic or solar cells are used in solar panels to change sunlight into electricity
Where do you think is the best place to put solar panels?
What happens when sunlight stops shining on a solar panel?
Which electrical products at home could be powered using solar panels?
Using solar energyElectrical products that you design and make can be powered using solar energy
How could you use bulbs, buzzers or motors that are powered by solar energy?
Do you think solar energy would be suitable for powering a nightlight?
How could you use solar energy to power a toy vehicle?
How could you use solar energy when designing a shop window display?
What solar-powered electrical products are you inspired to design and make?
Where would you put the solar panels?
How would you fix the panels on to your product?
What type of electrical circuit would you need to make your product work?
