Teaching for the new single subject DT GCSE A presentation in four parts David Barlex

Teaching for the new single subject D&T GCSE A presentation in four parts

David [email protected]

http://dandtfordandt.wordpress.com@DavidBarlex

mailto:[email protected]

http://dandtfordandt.wordpress.com/

Overview

• Background• Features of the single subject• Developing a five year course• A proactive long term approach

Background

Why educate?Background

Precisely if someone is the first in their family to stay on past school leaving age, precisely if someone’s family does not [have] social capital, and precisely if someone does not have parents who can put in a word for them in a difficult job market, they need the assurance of rigorous qualifications and, if at all possible, core academic qualifications

If we are to deliver a fairer, more socially mobile society, we must secure the highest standards of academic achievement for all young people, and especially those from the least advantaged background.

Where does D&T sit in accessing social justice?

Social justice and Accountability Measures Background

Eight academic subjects count

MathematicsEnglishThree Ebacc’sThree others

MathematicsEnglishThree sciencesOne MFLOne humanityA N OTHER

This becomes

D&T sits here in a highly competitive environment

The need for clarityBackground

D&T should be a basic subject because there is insufficient disciplinary coherence and weak epistemological roots.

Science teachers know what their subject is about technology teachers don’t!

The need for clarityBackground

But is it as hard as physics?

It needs to be a ‘proper’ subject

And it shouldn’t include food

With an agreed & assessable body of knowledge

The demise of food in D&T

What do they have in common?

License to cook

Marginalising food as a material for designing and making in D&T

Celebrity Chef Lobbying

Removal of food from GCSE D&T

Introduction of Food preparation and nutrition GCSE

Removal of A level food technology

Background

Food in the curriculum?

As life skill

CookingNutritionHealthy eatingLife style choices

As science

Nature and compositionNatural cycles – carbon, nitrogen, waterDigestionExercise/diet

As a world problem

Population growthFood productionFamineFood securityTrade – fair and otherwiseFootprintAs sociology

Cultural significanceReligious significance

As technology

Farming – subsistence to smartGM cropsFood product developmentStorage/preservationTransport

So who teaches what where?

Background

Technological capability

The hand is the cutting edge of the mind.

Technological perspective

How might my world change in the future?

A two fold approachBackground

Underpinning ‘BIG’ Ideas

D&T

Fundamental nature

Materials

Manufacture

Functionality

Critique

Design

Background

Possible futuresD&T modernizes & embraces digital technology

D&T fails to modernize & rejects digital technology

D&T seen as vocational option for a minority at KS3/KS4

D&T seen as General Education for ALL at KS3/KS4

Modernized work related D&T for a minority

Scenario 1

Modernized D&T for ALL

Scenario 2

Hobby based handicraft for ALL

Scenario 3

Work related handicraft for a minority

Scenario 4

Background

Features of the single subject

Features of the single subjectCONTENT GUIDANCE

Technical Knowledge and Understanding

1. Materials and structure2. Achieving function3. Critique

Designing and making principles

1. Generating design ideas2. Developing and

communicating design ideas

3. Making design ideas4. Appraising the final

prototype or product

TK&U - Materials and structure 1. Categorisation of a range of materials including: paper and

card, fabrics, metals, timbers and timber products, polymers, composites, modern and smart materials, and the knowledge that different materials have different properties including mechanical, thermal, electrical, magnetic, optical, chemical, and sensory.

2. The way in which the selection of materials is influenced by functional, aesthetic, availability, cost and ethical factors

3. Use their knowledge of stock forms, types and sizes to calculate and determine the quantity of materials required.

4. The impact of forces and stresses on materials and objects and the ways in which materials can be reinforced and stiffened


TK&U - Achieving function 1.How mechanical and electrical power is stored in order to

choose and use appropriate sources of power to make products and systems work

2.The functions of mechanical devices, to produce different sorts of movement, changing the magnitude and direction of forces

3.How electronic systems provide functionality to products, including: switches and sensors to respond to a variety of input signals and devices to produce a range of outputs including light, sound and motion.

4.The use of microcontrollers and coding to embed functionality into products in order to enhance and customise their operation .

5.The key elements of open and closed systems, including subsystems, and systems thinking


TK&U - Critique

1. The impact on industry, enterprise, sustainability, people, culture, society and the environment of new and emerging technologies, production techniques and systems

2. How the critical evaluation of new and emerging technologies, in contemporary and potential future scenarios, from different perspectives, such as ethics and the environment, informs design decisions

3. That alternative processes can be used to manufacture products to different scales of production and require critical evaluation


D&MP - Generating design ideas

1. Understand that all design and technological practice takes place within contexts which inform outcomes

2. Identify and understand client and user needs through the collection of primary and secondary data

3. Be able to write design briefs and related specifications that take into account a consideration of human needs, wants and interests

4. Investigate factors, such as social and economic challenges, in order to identify opportunities and constraints that influence the processes of designing and making


D&MP - Developing and communicating design ideas

1. Explore and develop their ideas, test, critically analyse and evaluate their work in order to inform their decision making

2. Use different design strategies, such as collaboration, user-centred design and systems thinking, to generate initial ideas and avoid design fixation

3. Develop, communicate, record and justify design ideas, applying suitable techniques, for example: formal and informal 2D and 3D drawing; system and schematic diagrams; annotated sketches; exploded diagrams; models; presentations; written notes; working drawings; schedules; audio and visual recordings; mathematical modelling; computer-based tools


D&MP - Making design ideas 1. Select and work with appropriate materials and components in order to

produce at least one prototype and/or product. In doing so, demonstrate an understanding of the physical and working properties of materials; the source and origin of materials; and the ecological and social footprint of materials

2. Use appropriate and accurate marking out methods including: measuring and use of reference (and datum) points, lines and surfaces; use templates, jigs and/or patterns; work within tolerances; understand efficient cutting and how to minimise waste

3. Use specialist tools and equipment appropriate to the materials used (including hand tools, machinery, digital design and manufacture) to create a specific effect.

4. Understand and use specialist techniques and processes to shape, fabricate, construct and assemble high quality prototypes and/or products, including techniques such as wastage/subtraction; addition; moulding (deforming and reforming) and combination as appropriate

5. Understand and use appropriate surface treatments and finishes for functional and aesthetic purposes


D&MP - Appraising the final prototype or product

1. Make informed and reasoned decisions, respond to feedback about their own prototypes and/or products (and those of others) to identify the potential for further development and suggest how modifications could be made

2. Design and develop at least one product that respond to needs and/or wants and is fit for purpose, demonstrating functionality, aesthetics, innovation


Math & Science Links Examples• Devise and carry out their own

scientific investigations to inform their design decisions

• Use data from investigations of others to inform their design decisions

• Collect data through observing, recording, questioning, interviewing and apply statistical techniques and tools to understand users needs and wants to inform their design decisions

• Use knowledge of algebraic formulae to understand the performance of structures, mechanisms, electrical circuits and electronic circuits and make decisions about key features in their own designs

• Use knowledge of the physical and chemical properties of matter to understand the behaviour of structural and mechanical components and to inform decisions in their own designs

• Use knowledge of energy to understand power sources and to inform decisions in their own designs

• Use knowledge of translation, reflection, rotation and tessellation to develop patterns in their own designs

• Use knowledge of forces and geometry to understand structures and make decisions about key features in their own designs

• Use arithmetic techniques to develop and cost their design proposals

• Use knowledge of the binary number system to develop artefacts with embedded intelligence


CONTEXTUAL CHALLENGES

• Extending human capacity• Responding to the unexpected• Improving living and working spaces

(environments and objects)• Securing the future• Protecting people and products• Promoting health and wellbeing• Expressing personal and social identity • Developing communities


ASSESSMENT GUIDANCEFeatures of the single subject

AO1 Investigate, identify and define opportunities for design and technology activity

15%

AO2 Apply design and technology knowledge and principles to create prototypes that are fit for purpose

35%

AO3 Analyse and evaluate design decisions and outcomes for prototypes and products made by themselves and others

20%

AO4 Demonstrate knowledge and understanding of designing, making and technical principles

30%

Written Paper 50%NEA 50%

Area of uncertainty

Justifications and perceptionsThe assessment dilemmaknowledge versus process


Written Paper

NEA

Developing a five year course

Teaching methods for design & technology

Designing without making

Designing and making

Making without designing

Considering consequences


Something

For Somebody

In a Situation

What sort of thing?What does it have to do?

Who? How do you know what they want?

Where? Home, school, inside, outside, day or night, park, street, garden…?


Whose design decisions?

Conceptual

Technical

AestheticConstructional

Marketing

Design decisions


What’s the optimum balance for your school?

How do you share this with pupils and parents?


A five year course

Arrival at secondary school

End of year 7

End of year 8

End of Year 9

End of Year 10

End of Year 11

GCSE ExaminationWritten Paper 50%NEA 50%

Option choices


Orthodoxy NOT Uniformity

Disruptive Technologies

• Additive manufacturing• Artificial intelligence • Augmented Reality• Big Data • Intelligent matter • Internet of Things • Neurotechnology • Robotics• Synthetic Biology

The impact of new and emerging technologies on industry, enterprise, sustainability, people, culture, society and the environment, production techniques and systems.

How the critical evaluation of new and emerging technologies, in contemporary and potential future scenarios, from different perspectives, such as ethics and the environment, informs design decisions.

For the new GCSE students must also know and understand:


Who wins?Who loses?

Tools for considering consequencesDeveloping a five year course

Tools for considering consequences

Gartner Hype Cycle



• McKinsey criteria for disruption • Upset the status quo overturning existing hierarchies and

offering the possibilities of both more and less democratic hierarchies.

• Alter the way people live and work increasing or decreasing employment opportunities, changing the knowledge and skills required for certain kinds of employment, shifting the expectations of education systems

• Reorganise financial and social structures, for example by redistributing financial rewards towards those who are deploying these technologies.

• Lead to entirely new products and services.



High X

Low X

Low Y

High Y

Scenario 1High X + High Y

Scenario 2High X + Low Y

Scenario 3Low X + High Y

Scenario 4Low X + Low Y

Scenario ExploringScenario Building


Three Aspects of Robotics

A machine that carries out a physical task autonomously using a combination of embedded software and data provided by sensors.

AI

Physical Structure

Consequences



Are these tools appropriate for KS3?



Scenario 1 Humans ‘accept’ robots which have rights

Scenario 2 Humans ‘accept’ robots which do not have rights

Scenario 4 Humans ‘reject’ robots which have rights

Scenario 3 Humans ‘reject’ robots which do not have rights

Low human acceptance of robots

High human acceptance of robots

Robots denied rights

Robots granted rights

SciFi Films?

Are these tools appropriate for KS4?

How would people treat robots in each of the scenarios?


A proactive long term approach

For D&T to flourish …

Clarity

Teacher CPD

An Irresistible curriculum

Communication

A proactive long term approach

A role for an Academy Chain?

Thanks for your attentionQuestions or comments?

[email protected] https://dandtfordandt.wordpress.com/



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Teaching for the new single subject DT GCSE A presentation in four parts David Barlex

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