The case for rebuilding design technology David Barlex

The case for re-building design & technology David Barlex Exeter University Associate david. barlex@btinternet. com http: //dandtfordandt. wordpress. com @David. Barlex

Overview • What are schools for? • Might D&T be too ambitious too succeed? • Achieving clarity of nature, purpose and practice for a five year course • Teaching the new single title GCSE • Stakeholder influence • Re-Building revisited

What are schools for? https: //www. youtube. com/watch? v=8 xe 6 n. LVXEC 0

A vision too ambitious to succeed? … capability to operate effectively and creatively in the made world. The goal is increased ‘competence in the indeterminate zones of practice’. From the Parkes Report 1988 … critical reflection upon and appraisal of the social and economic results of design and technological activities beyond the school. As opposed to scientists, who are concerned to explore and understand what is, designers and technologists are concerned with what might be, the conception and realisation of 'the form of things unknown'. In describing their work, they talk of 'seeing with the mind's eye'. This is literally a visionary activity, a mode of thought which is non-verbal and which has been a characteristic of design and technology throughout history. Such imaging finds its representation in drawings, diagrams, plans, models, prototypes and computer displays and simulations, before its eventual realisation in a product, which may be an artefact, system or environment.

A story of declining numbers D&T becomes optional at 14+ Accountability measures with unintended consequences New single title GCSE 2017 But RE & Art numbers rise Progress 8 Attainment 8 The EBacc Opportunity or threat

Achieving clarity of nature, purpose and practice for a five year course • • Epistemology, what the subject is about Purpose, why the subject is important Practice, how we teach the subject A five year course

Epistemology - what the subject is about

BIG ideas making up design & technology Materials Fundamental nature Manufacture D&T Critique Functionality Design

Fundamental Nature – ideas about • Intervenes to create solutions in the made world • Uses knowledge from itself and other subjects especially math and science • Creates many possible and valid solutions to D&T problems • Their worth is a matter of judgement • They always have unintended consequences D&T

Materials – ideas of • • Properties Sources Footprint Longevity D&T

Manufacture – ideas of • • • By subtraction By addition By forming By assembly With finishing D&T

Functionality – ideas of • Powering • Controlling • Structuring D&T

Design – ideas of • Methods for identifying peoples’ needs and wants • Methods for identifying market opportunities • Methods for generating, developing and communicating design ideas • Methods for evaluating design ideas D&T

Critique – ideas of • For justice • For stewardship D&T

The jigsaw curriculum If each subject is seen as a piece in the jigsaw that overall provides a good education what governs the status of a particular subject?

The jigsaw curriculum need not be static STEM Climate change Impact of technology on society

Purpose, why the subject is important An economic argument v We need technicians, designers, engineers A social argument v the BIG It will help with decisions A personal argument v in later It’ll be useful life A cultural argument v A major human achievement

A Cultural Justification Envisaging what might exist in the future and using tools and materials to create and critique that future is a unique human ability which has led to the development of successive civilizations across history. It embodies some of the best of what it means to be human. Through teaching young people design & technology schools introduce pupils to this field of human endeavour and empower them to become people who see the world as a place of opportunity where they and others can, through their own thoughts and actions, improve their situation.

Implications for practice

A “take back to school” activity • Identify those parts of your D&T curriculum which … – – – – Require students to be imaginative Require students to develop practical skills Require students to be thoughtful and develop intellectual skills Require students to understand the ways that d&t underpins cultural and social structures Develops students’ self efficacy Develops in students a positive attitude towards confronting difficulties and problems Requires students to be both reflective and active Requires students to make judgements as to what is worth doing • For each of the above give an approximate estimate of the percentage d&t curriculum time spent on that activity

Practice, how we teach the subject Designing without making Designing and making Making without designing Considering consequences

Designing and making Design decisions Outcomes … Affordable Manageable High learning value Intriguing Desirable Non-trivial Exploit phenomena Have utility Conceptual Marketing Constructional Include embedded intelligence Technical Aesthetic Involve life cycle considerations

The Nuffield Approach To Designing and Making

Designing without making the Young Foresight way Start anywhere but visit each vertex at least once to develop your idea for the future

Starting with QTC

Making without designing Would Year 7 like to make a scooter they could ride out of the workshop?

Is this feasible in mainstream?

If not a scooter what about a kite?

Considering consequences Disruptive technologies Additive manufacturing Artificial intelligence Augmented Reality Big Data Intelligent matter Internet of Things Neurotechnology Robotics Synthetic Biology

Considering consequences Indirectly affected Technology or Product Directly affected Justice Stewardship

What’s the optimum balance for your school? How do you share this with pupils and parents?

A FIVE year course Option choices GCSE Examination End of Year 11 End of Year 10 End of Year 9 End of year 8 How does this learning lead to success at GCSE? How will this change as they get older? How will pupils learn as they progress? End of year 7 When will pupils learn the BIG ideas Arrival at secondary school

Three step approach to planning Years 7, 8, 9 and 10 • Consider different sorts of learning activity to identify the learning activities that are appropriate for each term • Audit against design & technology BIG ideas. – This is an iterative process in which the learning activities are refined in the light of the BIG ideas in order to maximise the breadth, depth and progression of the learning. • Scrutinise the result with regard to the overall authenticity of the experience across each year. – Does the learning reflect the nature of design & technology? – Does the scheme of work do justice to the nature of the subject? – In the light of this scrutiny changes are made to the range of learning activities in each year.

Possible scheme of work for Year 7

The New GCSE Requirements

Assessment overview

Contextual challenges ‘A defining feature of design and technological activity is that it is context dependent, as are the outcomes of such activities. The role of the contextual challenges is to provide an external stimulus for students, from which they will explore and clarify design problems and opportunities, leading to the development of their own design briefs, which will inform and direct their designing and making. Students will be assessed on their ability to analyse and respond to contexts, rather than their knowledge of specific contextual areas. ’ Design and Technology GCSE subject content (November 2015)

Teaching for the written paper Guidance from Of. Qual and Df. E AO 3 10% NEA 10% Written Paper Analyse and evaluate: Design decisions and outcomes including for prototypes made by themselves and others Wider issues in design and technology AO 4 40 % Written Paper Demonstrate and apply knowledge and understanding of: Technical Principles Designing and making principles The emphasis in this assessment objective should be on the demonstration and application of knowledge and understanding of technical principles.

Teaching for examination success

How will a CC play out? PHASE 1 Explore the situation PHASE 2 Identify the needs and wants of people in the situation Develop design ideas to meet those needs and wants AO 1 10% Identify the most promising/feasible idea Develop and refine that design idea Realise that design idea AO 2 30% Lots of uncertainty Less uncertainty PHASE 3 Little or no uncertainty Evaluate the outcome AO 3 10%

PI ES Physical Intellectual Emotional Social Identify the needs and wants in a situation Identify the needs and wants met by a product, system or artefact

Designing involves developing … SOMETHING Start here with PIES FOR SOMEBODY IN A SITUATION A Triple S approach

Developing and refining the chosen design idea You’ve already decided on the user. What do you know about their preferences? Use a decision pentagon to organise your thinking You’ve already made this decision How will it work? Identify three different possibilities. Conceptual What will it be made from? How will the parts fit together? Marketing Constructional Technical Aesthetic What will it look like/feel like? What emotions might it evoke? How will it make them feel? Think about what might appeal to the user.

Realising that design idea You can model appearance in 2 D by sketching and annotating You can model appearance in 3 D using paper, card, plasticine, string, any sort of easy to work material You can also model appearance on screen using CAD You might need to model some parts before you make them! Modelling helps you clarify what something will look like (appearance) and how it might work (function) You can model structural and mechanical function by using a construction kit e. g. lego or fischer technik You can model electrical, electronic and programmable function by using CAD Once you have a decent set of models and a clear set of plans you can start making for real

Evaluating the outcome Did it do what it was supposed to do? Evaluate against the performance specification Was it well made? Look and see Will it last? Treat it roughly and see Was it easy to use? Take a user trip or observe a user trip Did it delight the user? Talk to the user And of course record your findings!

The latest from OCR re Contextual Challenge Recognising that all design and technology practice takes place within contexts which inform outcomes, you should explore the context of your chosen challenge to identify problems and opportunities that offer possibilities when writing your own design brief. You must create a portfolio to support the iterative process of developing your design solution. The portfolio must deliver: · a chronological account of your design process · photographs and videos of your final prototype(s) that clearly demonstrate your practical outcome. The challenges must not be altered. Public spaces The sensitive design of public spaces can enhance users’ experiences and interactions with that space. Explore a space in your locality with the view to enhancing the users’ experiences within that space. Security Theft of people’s personal possessions is a problem in modern society. Explore the role design can play in securing people’s belongings. Dining can be a wonderful social and cultural experience that does not only focus on the eating of food. Explore the ways design can enhance the experiences for any of the stakeholders involved.

A “take back to school” activity • How will you support pupils in the contextual challenge? – In choosing a challenge (how? ) – Providing strategies for decision making (which? ) – Regular feedback on progress (to whom? ) – Availability of specialist consultants (who? ) – Key point reviews (when? )

Math and science in the written paper Math From Ofqual Guidance Questions assess those skills within the context of other areas of the subject content, and not in isolation, At least 10 per cent of the total marks for the qualification reward the use of Mathematical Skills at a Level of Demand which is not lower than that which is expected of Learners at Key Stage 3 as outlined in the Department for Education’s document ‘Mathematics programmes of study. Science From Df. E Guidance - Understanding of how to choose appropriate energy sources - Knowledge of the function of mechanical devices to produce different sorts of movement, changing the magnitude and direction of forces

D&T has to look in two directions Towards ART for aesthetic inspiration What does this look like? Using the ideas, outcomes and concerns of art movements to inform design decisions Where should your pupils spend most time looking? SCIENCE and MATH for functionality and technical elegance What does this look like? Using knowledge, investigations and calculations to make design decisions

Being advised to use plywood because it is stiff and strong Looking towards math and science in D&T From undemanding Marking out materials in response to given instructions To challenging Perform an investigation to measure the deflection of multiple materials under different loads and select material based on results Investigate flow rates through different diameter pipes to solve a design problem for splitting water flow

Structure of OCR Written Paper

Question from Section A of the Written Paper A good question?

Question from Section A of the Written Paper New and emerging technologies influence the design of many products. Discuss how new and emerging technologies have been used to improve the function and/or performance of products. Use examples to support your answer. [6] A good question?

A “take back to school” activity • How will you support pupils in preparing for the written paper – Through exam style question homework (from Y 7) – Through end of term tests (what to do with the results? ) – Through end of year exams (what to do with the results? ) – Through exam question surgeries (when? ) – Through revision sessions (when? )

Stakeholder influence Important stakeholders Need to appreciate • Government • Teacher Trainers and CPD Providers • SLT & Governors • Teachers • Parents & Pupils • Awarding and assessment organisations • Of. St. Ed • Professional Associations • Professional Institutions • What the subject is about, its nature & bodies of knowledge • Why it is important • How pupils learn • How pupils are assessed • The worth of any qualifications pupils might achieve

Re-Building revisited Epistemology TECHNOLOGICAL CAPABILITY TECHNOLOGICAL PERSPECTIVE Materials Fundamental nature Manufacture D&T Critique Functionality Design

Re-Building revisited Purpose

Re-Building revisited Practice Designing without making Designing and making Making without designing Considering consequences What else might we add to the mix?

Re-Building revisited Stakeholder Influence • Establish D&T as a highly desirable brand in the curriculum with wide appeal – Establish a FIVE year coherent course – Establish a collaborative team approach to teaching across the course – Ensure that the KS 3 course is irresistible and leaves pupils wanting more • Identify and convince key stakeholders that D&T is a valuable and worthwhile subject for ALL • Market the new GCSE to pupils and parents starting with Year 7 – Be robust in arguing for an option structure that enables academically able pupils to choose D&T – Be assertive in maintaining a high profile at option choice events

Possible scenarios for the future Where do you want to teach? D&T modernizes & embraces digital technology Modernized D&T for ALL Modernized work related D&T for a minority Scenario 1 Scenario 2 D&T seen as vocational option for a minority at KS 3/KS 4 D&T seen as General Education for ALL at KS 3/KS 4 Scenario 3 Work related handicraft for a minority Hobby based handicraft for ALL D&T fails to modernize & rejects digital technology

Thanks for your attention david. barlex@btinternet. com http: //dandtfordandt. wordpress. com