New KS3 D

1
New KS3 DT National Curriculum Whats changed
what impact will it have ? J Smith
R Beeden DT _at_ HVC
2

• Key Changes - QCA have designed a curriculum
  that
• reduces prescription over subject content
• creates flexibility to allow teachers to design
  schemes of work
• reflecting their schools local needs and
  interests
• frees up time and space to allow pupils to study
  some areas in more depth
• highlights the connections between the subjects
  gives a new emphasis to the development of
  personal and life skills.

3

• New opportunities in DT
• Increased flexibility
• A focus on the use of technologies
• A emphasis on think creatively
• Solving problems as individuals and members of a
  team
• Working in stimulating contexts
• Encouraging critical engagement

4
Relationship with the DT Secondary Strategy

• Departments that have used the audit to review
  provision and adopted KS3 Strategy approach well
  placed to move forward
• KS3 Strategy still relevant framework was built
  on earlier version of the importance statement
• Sub skills of designing generate, develop,
  model and communicate ideas

5
New NC Structure

• 4 sections
• Key Concepts Designing Making, Cultural
  Understanding, Creativity, Critical Evaluation
• Key Processes Skills and processes
• Range Content Designing, Food, RM
  textiles, systems and control
• Curriculum Opportunities Working with other
  subjects, ICT CAD/CAM, connections with
  industry and analysing real products

6

• Planning
• Key Concepts, key Processes and importance
  statement as starting points
• Do existing projects fit the KC NP? Not the
  other way round
• COs , RCs , PLTS should follow KC and KP ( KC
  1.4 a CO a IE)
• KC 1.4 a Analysing existing products and
  solutions
• CO a Analyse products to learn how they
  function
• PLTS Independent enquires (to name one)
• Range and content - Food tech or textiles? why
  choose!
• the review and reform of the schemes of work
  should reflect evolution not revolution
• It is not intended that the programme will be
  fully embedded until 2011

7
Starting points

• Begin planning a scheme of work and delivery
  model that addresses teaching of the key concepts
  and processes
• Plan to ensure that a broad diet of experience is
  provided that involves pupils working in all of
  the product areas food, systems and control,
  resistant materials and textiles
• Discuss with timetabler the possibility of a
  suspended timetable day/s and also some longer
  blocks of time
• Plan a design make task that is more open
  ended and uses as its starting point the
  exploration of a context or, resource or existing
  product
• Design and lead a cross curricular project
  working with perhaps two other subject areas and
  using one of the dimensions as a starting point.

8

• Assessment
• New level descriptors - Levels 1 3 ARE being
  rewritten
• APP Assessing pupils progress to assist
  teachers in the classroom 2010
• Assessing real and creative outcomes not just
  an end product
• Dont get stuck in a rut

9
Assessment- Ways of looking
10
Ways of looking- Key features
Day-to-day
Assessment for learning Peer- and
self-assessment Pupil engagement and immediate
feedback
Broader view of progress for teacher and
learner Using national standards in the
classroom Improves curriculum planning
Periodic
Formal recognition of achievement Reported to
parents/carers and next teacher/school May use
tests / tasks from national sources
Transitional
11
Applying the model to subjects

• Specific context
• Detailed level
• Small steps
• Next lesson

Day-to-day

• Form judgements across a range of work in the
  subject
• Reference to level descriptions for best fit
  judgements
• Track progress and agree targets for improvement

Periodic

• Judgements based on broad experience of subject
• Accumulation of evidence based on performance
  over time
• Pupil profiles for next teacher and parents/carers

Transitional
12

• Exemplification of standards project _at_ HVC
• New textiles, systems Control and RM projects
• Have worked with designers and the VA
• Have assessed the pupils using parts of the LD
• Wide range of assessed outcomes
• Whats it for
• To illustrate achievement at levels 4-8
• To help teachers make accurate judgements on
  their own pupils work and progress
• To strengthen teacher assessment, particularly
  periodic assessment

13
Importance Statement
In design and technology pupils combine practical
and technological skills with creative thinking
to design and make products and systems to meet
human needs. They learn to use current
technologies and consider the impact of future
technological developments. They learn to think
creatively and intervene to improve quality of
life, solving problems as individuals and members
of a team. Working in stimulating contexts that
provide a range of opportunities and draw on the
local ethos, community and wider world, pupils
identify needs and opportunities. They respond
with ideas, products and systems, challenging
expectations where appropriate. They combine
practical and intellectual skills with an
understanding of aesthetic, technical, cultural,
health, social, emotional, economic, industrial
and environmental issues. As they do so, they
evaluate present and past design and technology,
and its uses and effects. Through design and
technology pupils develop confidence in using
practical skills and become discriminating users
of products. They apply their creative thinking
and learn to innovate. National Curriculum KS3
programme of study, 2007
14
Support
CfBT
www.newsecondarycurriculum.org
The DT Association
www.data.org.uk
Nuffield Tools for Change
www.secondarydandt.org
QCA
www.curriculum.qca.org.uk/subjects/
www.derbyshiredt.net
jsmith_at_hopevalley.derbyshire.sch.uk rbeeden_at_hopeva
lley.derbyshire.sch.uk