Guidance
Curriculum andStandards
Design and technology
subject leaders
and teachers
Status: Recommended
Date of issue: 12-2004
Ref: DfES 0971-2004 G
Key Stage 3National Strategy
Foundation subjects:design and technologyFramework and training materials
Key Stage 3National Strategy
Foundation subjects:design and technologyFramework and training materials
We are grateful to the following for permission to reproducecopyright material:
Crown copyright material (DfES/National Curriculum/SchoolsExamination and Assessment Council) is reproduced underClass Licence Number C01P0000148 with the permission ofthe Controller of HMSO and the Queen's Printer for Scotland.
QCA material (Schemes of work and extracts from NCActionwebsite), copyright © Qualifications and Curriculum Authority,reproduced with their permission.
Lloyd Ansell for 'Centring' activity from www.designow.org
Jeffrey Baumgartner for 'Brainstorming' activity, copyright ©JPB Creative Co. Ltd., from www.jpb.com.
The Centre for Alternative Technology Charity Ltd forfootprint activities, © The Centre for Alternative TechnologyCharity Ltd. For further examples of eco-footprinting activitiessee www.cat.org.uk/education or call 01654 705963.
The Design Council for activities based on resourcesoriginally provided in the 'Big Zipper' pack. This pack wasdeveloped with Enterprise Insight to help promote innovation,creativity, and entrepreneurship in schools and colleges. Forfurther information please visit:www.designcouncil.org.uk
The Design Museum, London, for activity from their'Designers in Action' CPD Programme.
The Design and Technology Association (DATA) for figurefrom DATA (1997), computerised designs on OHT 1.4a, andactivity from 'i-PAC, Inspirational Product Activity Cards'.
Hodder Murray for sample activities adapted from D & TChallenges Student Book, year 7, Royal College of ArtSchools Technology Project (Hodder & Stoughton, 1995),copyright © Royal College of Art Schools Technology Project1995.
Intermediate Technology Development Group (ITDG) foractivities developed by Brenda Hellyer
James Cook University Multi Media and Print Servicesfor adaptation of 'Mind-mapping' activity fromwww.maps.jcu.edu.au
Malcolm King, Design & Technology, Poltair CommunitySchool and Sports College for KS3 D & T programme.
School Examinations and Assessment Council(D/010/B/91) and the Central Office of Information(HMSO), for figure from The Assessment of Performance inDesign and Technology: the final report of the the APU design& technology project (1985-91), byKimbell R., Stables K., Wheeler T., Wozniak A., and Kelly V.
National Association of Advisers and Inspectors inDesign Technology (NAAIDT) for activity from theirpublication Think On, www.naaidt.org.uk
Young Foresight Ltd for materials from their design andtechnology programme.
To the following for photographs:
Acestock.com for photograph of children, OHT 1.4b
Alamy Images for the photographs used on pages 48 and124.
Alessi for photographs of a selection of their plastic and steelproducts. “9093” design Michael Graves, 1985 (Kettle withsmall bird-shaped whistle), “Inka” design Guido Venturini,2000 (Press filter coffee maker), “Cico” design StefanoGiovannoni, 2000 (Eggcup with salt castor and spoon),“Happy Spices” design Stefano Giovannoni, 1997(Shaker/container for spices), “Big-Ovo” design Joanna Lyle,1995 (Biscuit box), “Te ò” design Stefano Pirovano, 2000 (Tea-strainer with filter), *“Peppino” design Stefano Pirovano, 2000(Pepper mill), “Bimboveloce” design Mattia Di Rosa, 1996(Cake stand), “Kalistò” design Clare Brass, 1992 (Kitchenbox), “Girotondo” design King-Kong, 1996 (Key-ring), “Max lechinois” design Philippe Starck, 1990 (Colander), “Anna G.”design Alessandro Mendini, 1994 (Corkscrew), “AlessandroM.” design Alessandro Mendini, 2003 (Corkscrew), “Toffee”design Miriam Mirri, 2004 (Three-section sugar bowl), “Blowup” design Fratelli Campana, 2004 (Basket), “Alessibambino”design CSA – Lorenza Bozzoli – Massimo Giacon, 2003 (Childtable set composed of flat plate and bowl “Swa Swa”, glass“Swa Swa”, spoon, fork and knife “ Agli Ordini!”, placemat“Globe”, glass coaster “Spot” and cutlery rest “Sblob”),“Mami” design Stefano Giovannoni, 2003 (Pressure cooker).
Apple Computers for photograph of iPod, OHTs 1.4f & 1.4gwww.apple.com/uk/pr
John Birdsall Social Issues Photo Library for photographsused on pages 20,26,63,148,168,220,230,265,269 and 277
Sally and Richard Greenhill for photographs of traffic jamand lady with trolley, OHT 1.4b
Patrick Lin/Getty Images for photograph of Japanese girlwith screen, OHT 1.4g
Alan Sirulnikoff/Science Photo Library for photograph ofenvironmentally friendly house built from straw bales, usedtyres (not seen), and wood, OHT 1.4e
Kathy Smith, Design & Technology, Plumstead ManorSchool for photograph of products modelled by pupils.
SpeedStep for photograph, OHT 1.4a
V & A Images, The Victoria & Albert Museum, London forPunch and Judy Theatre, OHT 5.28
Although we have tried to trace and contact copyright holdersprior to publication, this has not been possible in every case.If notified, the publisher undertakes to rectify any errors oromissions at the earliest opportunity.
© Crown copyright 2004DfES 0971-2004 G
2 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Acknowledgements
Foreword
Design and technology prepares pupils to think and intervene creatively to improve thequality of life. The subject calls for pupils to become autonomous and creative problem-solvers, as individuals and as members of a team.
The processes which are central to design and technology require pupils to integrateknowledge, skills and understanding whilst working with materials in order to design andmake solutions to needs, wants and opportunities. It is the combination of, and movementbetween, thought and action that helps to make the subject distinctive in the curriculum.
This Framework for teaching design and technology supports the principles of teachingand learning drawn from the Key Stage 3 National Strategy. It underscores the vitalimportance of developing all pupils’ capability to participate in tomorrow’s rapidly changingtechnologies.
Evidence from a variety of sources tells us that pupils in KS3 make better progress in theirmaking skills than in their designing. The Framework will help teachers to refocus theirattention on the teaching of designing skills, developing creative thinking skills andencouraging autonomy.
A particular intention of the Framework is to enable pupils to build a sense of ownership oftheir own learning; of their progress through Key Stage 3; of the purposes behind theirdesigning and making; and of their future directions.
The Framework draws upon best practice in the schools taking part in the pilotprogramme and teachers have made an important contribution to the Framework andtraining materials. I hope teachers of D&T will find the Framework a valuable resource inmotivating all pupils to be enthusiastic learners of design and technology.
DAVID MILIBAND MPMINISTER OF STATE FOR SCHOOL STANDARDS
December 2004
© Crown copyright 2004DfES 0971-2004 G
3 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Disclaimer
The Department for Education and Skills wishes to make clear that the Department and itsagents accept no responsibility for the actual content of any materials suggested asinformation sources in this document, whether these are in the form of printed publicationsor on a website.
In these materials icons, logos, software products and websites are used for contextualand practical reasons. Their use should not be interpreted as an endorsement of particularcompanies or their products.
The websites referred to in these materials existed at the time of going to print. Tutorsshould check all website references carefully to see if they have changed and substituteother references where appropriate.
© Crown copyright 2004DfES 0971-2004 G
4 Design and technology: Framework and training materialsKey Stage 3 National Strategy
© Crown copyright 2004DfES 0971-2004 G
5 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Contents
Section 1 Introduction to the Framework 9
Background 11
Overview 12
The Framework for teaching design and technology: Years 7, 8 and 9 14
Using the teaching objectives 19
The link with the attainment target for design and technology 20
The link with ICT requirements 23
Links with other resources 24
The approach to design and technology learning 25
Teaching strategies 26
Section 2 Framework of objectives for design and technology 27
Objectives for design and technology 29
Section 3 Planning guidance: units and lessons 37
The review process 39
Sample key stage plans 43
The unit plan 47
Sample unit plans 49
Sample front cover of a project booklet 55
The lesson plan 56
Lesson plan template 57
Sample lesson plan 58
Section 4 Management issues 61
Effective timetabling and team working 63
How this approach works in practice – DfES/DATA Key Stage 3 model of teaching 64
Year 7 case study 64
Examples of joint planning 66
Section 5 Appendices 75
Appendix 1 Glossary 77
Appendix 2 Useful resources 79
Training module 1 The Framework – the vision 81
Overview of the module 85
Objectives 85
Session outline 85
Resources 85
Pre-course task 86
Session notes 87
1.1 Introduction 87
1.2 Sharing the vision – where are we trying to get to? 87
1.3 Sharing the vision – activity 93
1.4 Creating this vision – translating the vision into strands 95
1.5 Creating this vision – refining the strands into objectives 96
1.6 Creating this vision – aligning the subskills to the programme of study 98
1.7 Creating this vision – building blocks 99
1.8 Putting the Framework into practice – an overview 102
1.9 Focus of the scheme for design and technology 105
1.10 Links 107
Handouts 109
OHTs 117
Training module 2 planning as a team to teach the 143Framework objectives
Overview of the module 147
Objectives 147
Session outline 147
Resources 147
Pre-course task 148
Session notes 149
2.1 Introduction 149
2.2 Why this is a good time to review Key Stage 3 149
2.3 Getting a clear overview of what is taught at Key Stage 3 153
2.4 Reviewing current teaching against the Framework 157
2.5 Planning to launch, reinforce and share objectives 160
2.6 Ready for more? 166
Handouts 169
OHTs 193
© Crown copyright 2004DfES 0971-2004 G
6 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Training module 3 Planning to teach the Framework: 215short- and medium-term planning
Overview of the module 219
Objectives 219
Session outline 219
Resources 219
Pre-course task 220
Session notes 221
3.1 Introduction 221
3.2 Short- or medium-term planning – unit planning 221
3.3 Sharing unit objectives with pupils 224
3.4 Individual objectives for pupils at a unit level 225
3.5 Ready for more? 230
Handouts 231
OHTs 241
Training module 4 Teaching the subskills of designing 255
Overview of the module 259
Objectives 259
Session outline 259
Resources 259
Pre-course task 260
Session notes 261
4.1 Introduction 261
4.2 Turning learners into designers 262
4.3 Exploring ideas – Activity 1: Word association 271
4.4 Generating ideas – Activity 2: Extending the range 272
4.5 Developing and modelling ideas – Activity 3: three-minute sketching 274
4.6 Embedding the teaching of designing into your scheme of work 277
4.7 Ready for more? 280
Appendices and handouts 281
Exploring ideas and the Task 301
Generating ideas 341
Developing and modelling ideas 365
Planning 381
Evaluating 399
OHTs 419
© Crown copyright 2004DfES 0971-2004 G
7 Design and technology: Framework and training materialsKey Stage 3 National Strategy
© Crown copyright 2004DfES 0971-2004 G
8 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Section 1Introduction to the Framework
© Crown copyright 2004DfES 0971-2004 G
10 Design and technology: Framework and training materialsKey Stage 3 National Strategy
© Crown copyright 2004DfES 0971-2004 G
11 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Section 1 Introduction to the Framework
BackgroundThe Framework for teaching design and technology: Years 7, 8 and 9, which includes theteaching objectives, is part of the Government’s drive to improve standards in schools.The Key Stage 3 National Strategy has five subject strands – English, mathematics,science, ICT and foundation subjects. The design and technology Framework within thefoundation subjects strand was piloted during the academic year 2003–04 by about 80schools in ten LEAs. Most of these schools participated in the original pilot of the strands,and they therefore built on considerable experience of managing the Key Stage 3 Strategyand evaluating further development work.
Teachers of design and technology have already benefited from the general supportoffered by the foundation subjects strand of the Key Stage 3 National Strategy; ten percent of schools nominated the design and technology department to receive additionalsupport in 2002/2003. More systematic work on the subject has already attractedconsiderable interest. Design and technology offers an attractive combination of practicalskills, application of knowledge and understanding from a range of subjects, personaldevelopment and problem-solving.
As an evolving subject within the National Curriculum, that faces a review of Key Stage 3in relation to changes at Key Stage 4, design and technology has been identified asneeding genuine subject-specific support.
The objectives of the national programme are to:
■ increase expectations and challenges in teaching;
■ define progression through the yearly objectives in key skills and concepts tofacilitate planning, teaching and assessment;
■ improve the teaching of designing;
■ improve the quality of teaching in design and technology by providing examples ofeffective teaching approaches, drawn from the training materials for foundationsubjects, that include questioning, modelling and structuring lessons.
The pilot in 2003/2004 provided valuable lessons about the needs of subjects that falloutside statutory tests and targets, yet contribute substantially to pupils’ learning.
© Crown copyright 2004DfES 0971-2004 G
12 Design and technology: Framework and training materialsKey Stage 3 National Strategy
OverviewThe Framework for teaching design and technology: Years 7, 8 and 9 is the maincomponent of the design and technology programme. It is intended to provide astructured and progressive set of teaching objectives for teachers and pupils in design andtechnology at Key Stage 3. The Framework applies to all focus areas and materials (foodtechnology, product design and systems and control) taught at Key Stage 3.
The teaching objectives set out in the Framework are intended to be achieved by the greatmajority of pupils as they move through Key Stage 3. They define those points of learningthat are most likely to help pupils extend their capability in design and technology and tomake progress over time.
The Framework is based on the National Curriculum statement for design and technologyand sets out how it can be achieved in practice.
The six subskills of designing and making (exploring ideas and the task, generating ideas,developing and modelling ideas, planning, evaluating, making high-quality products) aredrawn from this statement. The characteristics of Years 7, 8 and 9 (see pages 11 and 12)are defined and are then developed into yearly teaching objectives.
The charts on pages 11, 13, 14 and 20 show shaded columns which represent theemphasis the Framework gives to defining progression in the sub-skills of designing. It isnot intended that making should be removed or ignored but simply that objectives formaking should not require the same level of review and planning as the other objectives.
The importance of design and technology
Design and technology prepares pupils to participate in tomorrow’s rapidly changingtechnologies. They learn to think and intervene creatively to improve the quality of life.The subject calls for pupils to become autonomous and creative problem-solvers, asindividuals and as members of a team. They must look for needs, wants andopportunities and respond to them by developing a range of ideas and makingproducts and systems. They combine practical skills with an understanding ofaesthetics, social and environmental issues, function and industrial practices. As theydo so, they reflect on and evaluate present and past design and technology, its usesand effects. Through design and technology, all pupils can become discriminating andinformed users of products, and become innovators.
Design and technology – the National Curriculum for England; DfEE, QCA, 1999 (page 15)
Structure of the materials: 1
The importance of D&T statement
Designing Making
Structure of the materials: 2
The importance of D&T statement
DESIGNING MAKING
YE
AR
OB
JEC
TIV
ES
Exp
lori
ng id
eas
Gen
erat
ing
idea
s
Dev
elo
pin
g id
eas
Pla
nnin
g
Eva
luat
ing
© Crown copyright 2004DfES 0971-2004 G
13 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Pup
ils e
xplo
re h
ow t
hey
can
inte
rven
e cr
eativ
ely
toim
prov
e th
e qu
ality
of l
ife.
They
dev
elop
ski
lls in
clar
ifyin
g th
e ta
sk.
Pup
ils lo
ok fo
r ne
eds,
wan
tsan
d op
port
uniti
es. T
hey
deve
lop
a se
nse
ofre
latio
nshi
p or
conn
ecte
dnes
s w
ith o
ther
peop
le, r
efle
ctin
g on
and
taki
ng a
ctio
n to
sha
peco
mm
uniti
es.
Pup
ils p
repa
re t
o pa
rtic
ipat
ein
tom
orro
w’s
rap
idly
chan
ging
tec
hnol
ogie
s.
Pup
ils u
nder
stan
d ho
w t
ocr
eate
per
sona
l rel
evan
ceth
roug
h re
flect
ion.
Pup
ils d
evel
op c
reat
ivity
,en
terp
rise,
wis
dom
and
the
capa
bilit
y to
eva
luat
e an
dge
nera
te id
eas
and
solu
tions
.
They
use
a r
ange
of t
hink
ing
mod
es a
nd s
tyle
s:
•qu
estio
ning
and
chal
leng
ing;
•m
akin
g co
nnec
tions
and
iden
tifyi
ng r
elat
ions
hips
;
•en
visa
ging
wha
t m
ight
be
and
wha
t co
uld
be;
•pl
ayin
g w
ith id
eas,
kee
ping
optio
ns o
pen;
•re
pres
entin
g id
eas
indi
ffere
nt w
ays;
•ev
alua
ting
effe
cts
of id
eas
and
actio
ns.
Pup
ils b
ecom
e cr
eativ
epr
oble
m-s
olve
rs. T
hey
resp
ond
to n
eeds
, wan
ts a
ndop
port
uniti
es.
Pup
ils u
nder
stan
d an
d va
lue
the
com
bini
ng o
f diff
eren
tde
sign
ski
lls in
ord
er t
ocr
eate
per
sona
l str
ateg
ies
tobe
com
e be
tter
des
igne
rs o
fcu
ltura
lly, e
nviro
nmen
tally
and
soci
ally
def
ensi
ble
prod
ucts
, pro
cess
es a
ndsy
stem
s.
Pup
ils r
espo
nd b
yde
velo
ping
a r
ange
of i
deas
and
mak
ing
prod
ucts
and
syst
ems.
Pup
ils u
se a
full
rang
e of
com
mun
icat
ion
skills
and
tech
niqu
es, i
nclu
ding
ICT,
to
docu
men
t an
d co
mm
unic
ate
effe
ctiv
ely
thei
r de
sign
thin
king
, ide
as a
ndpr
opos
als.
Pup
ils d
evel
op a
uton
omy.
Pup
ils c
hoos
e ho
w t
o ta
ckle
thei
r w
ork,
the
met
hods
or
reso
urce
s th
ey n
eed,
mak
ede
cisi
ons
and
seek
to
iden
tify
proj
ects
whi
chm
otiv
ate
them
and
ben
efit
othe
rs.
Pup
ils d
escr
ibe,
com
mun
icat
e an
d pr
actis
epr
inci
ples
of e
ffect
ive
plan
ning
and
res
ourc
em
anag
emen
t.
Pup
ils d
evel
op p
erso
nal s
kills
and
abilit
ies
to c
reat
eef
fect
ive
rela
tions
hips
with
indi
vidu
als
and
grou
ps.
Pup
ils r
efle
ct o
n an
d ev
alua
tepr
esen
t an
d pa
st t
echn
olog
y,its
use
s an
d ef
fect
s.
Pup
ils a
naly
se a
nd e
xpla
inth
e de
sign
dec
isio
ns a
ndth
inki
ng im
plic
it in
pro
duct
s,pr
oces
ses
and
syst
ems
mad
e by
the
mse
lves
and
othe
rs.
Pup
ils d
evel
op a
n in
itial
unde
rsta
ndin
g of
the
com
petit
ive
natu
re o
f the
wor
ld o
f des
igni
ng a
ndm
akin
g.
Pup
ils b
ecom
e di
scrim
inat
ing
and
info
rmed
use
rs o
fpr
oduc
ts.
Pup
ils d
evel
op th
e ca
paci
ty to
iden
tify
and
criti
cise
obj
ectiv
ely
and
asse
ss th
e va
lues
unde
rlyin
g th
e in
tent
ions
,de
sign
, man
ufac
ture
and
cons
eque
nces
of a
nyte
chno
logy
on
them
selv
esan
d ot
hers
.
Pup
ils c
ombi
ne p
ract
ical
skills
with
an
unde
rsta
ndin
gof
aes
thet
ics,
soc
ial a
nden
viro
nmen
tal i
ssue
s,fu
nctio
n an
d in
dust
rial
prac
tices
.
Pup
ils d
emon
stra
te s
kills
incr
eatin
g pr
oduc
ts,
proc
esse
san
d sy
stem
s th
at a
chie
veco
nsis
tent
pro
duct
ion
outc
omes
. Th
ey a
pply
the
sesk
ills in
ent
erpr
isin
g an
dem
pow
erin
g w
ays
tope
rson
al a
nd g
roup
situ
atio
ns.
Pup
ils a
pply
the
ir kn
owle
dge
of t
he c
hara
cter
istic
s of
mat
eria
ls a
nd e
quip
men
tw
hen
crea
ting
solu
tions
and
desi
gnin
g to
mee
t cr
iteria
rela
ted
to fu
nctio
n,ae
sthe
tics,
sus
tain
abilit
y an
dm
anuf
actu
re.
Eva
luat
ing
pro
cess
es a
ndp
rod
ucts
Wo
rkin
g w
ith
too
ls,
equi
pm
ent,
mat
eria
ls a
ndco
mp
one
nts
to p
rod
uce
hig
h-q
ualit
y p
rod
ucts
(dra
win
g o
n: k
now
led
ge
and
und
erst
and
ing
of
mat
eria
ls, c
om
po
nent
s,sy
stem
s an
d c
ont
rol,
and
stru
ctur
es)
Exp
lori
ng id
eas
and
the
ta
sk
Gen
erat
ing
idea
sD
evel
op
ing
and
mo
del
ling
idea
sP
lann
ing
Eva
luat
ing
Mak
ing
hig
h-q
ual
ity
pro
du
cts
Key
Sta
ge
3 p
rog
ram
me
of
stud
y
Dev
elo
pin
g, p
lann
ing
and
co
mm
unic
atin
g id
eas
How
the s
ix s
ubsk
ills
link t
o t
he N
ati
onal
Curr
iculu
m K
ey
Sta
ge 3
pro
gra
mm
e o
f st
udy
in d
esi
gn a
nd t
echnolo
gy
© Crown copyright 2004DfES 0971-2004 G
14 Design and technology: Framework and training materialsKey Stage 3 National Strategy
The Framework for teaching design and technology: Years 7, 8 and 9The Framework of objectives is set out in a sequence of tables showing yearlyteaching objectives to be addressed in Years 7, 8 and 9, under six headings:
■ Exploring ideas and the task;
■ Generating ideas;
■ Developing and modelling ideas;
■ Planning;
■ Evaluating;
■ Making high-quality products (only included on the overview, see below).
Designing and makingNote that these headings mirror the designing and making process from the NationalCurriculum programme of study but significant attention should be paid to the teachingobjectives listed under the first five headings: these are intended to improve theteaching of designing. Whilst making is included in this overview, year-by-year objectivesfor making have not been included. The Strategy recognises that in the majority of schoolsthe teaching of making is currently better than the teaching of designing and therefore itfocuses attention on the subskills of designing and evaluating.
It is not intended that making should be removed or ignored but simply that objectives formaking should not require the same level of review and planning as the other objectives.Schools that require support in reviewing progression in making and planning theseobjectives are recommended to refer to the teachers’ guide for the DfES/QCA Key Stage3 scheme of work and the specific units that focus on making:
■ Unit 7b i–iii, Designing and making for yourself;
■ Unit 8c, Using ICT to support making;
■ Unit 8e i–iii, Producing batches;
■ Unit 9e i–iii, Ensuring quality production.
The objectives are set out year by year and are structured so that each year of the keystage has its own character. The structure of the objectives means that pupils willprogressively:
■ increase their knowledge, skills and understanding relative to the start of KeyStage 3;
■ move from familiar to unfamiliar contexts;
■ meet needs which demand more complex or difficult solutions;
■ learn to identify new goals, recognising when they can intervene and what theycan do;
■ develop personal autonomy, self-direction and the ability to manage themselvesand their personal resources;
■ increase understanding of their own learning and how they can progress.
The headings were chosen to draw attention to the interrelationship between designingand making and the different subskills of designing.
© Crown copyright 2004DfES 0971-2004 G
15 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Exp
lori
ng id
eas
and
the
task
Gen
erat
ing
idea
sD
evel
op
ing
and
mo
del
ling
idea
sP
lann
ing
Eva
luat
ing
Mak
ing
h
igh
-qu
alit
yp
rod
uct
s
Look
ing
for
need
s, w
ants
and
oppo
rtun
ities
.
Des
igni
ng fo
r yo
urse
lf(S
oW).
Lear
ning
to
thin
k an
din
terv
ene
crea
tivel
y.
Res
pond
ing
to n
eeds
, wan
tsan
d op
port
uniti
es.
Dev
elop
ing
a ra
nge
of d
esig
nsk
ills a
nd u
sing
the
m t
oef
fect
cha
nge.
Mak
ing
conn
ectio
ns a
ndse
eing
rel
atio
nshi
ps.
Exp
lorin
g a
rang
e of
stra
tegi
es t
o de
velo
p th
inki
ngan
d th
e ca
paci
ty t
o ef
fect
chan
ge.
Pla
ying
with
idea
s, k
eepi
ngop
tions
ope
n.
Usi
ng a
ran
ge o
fco
mm
unic
atio
n te
chni
ques
as a
mea
ns o
f sel
f-re
flect
ion
and
to d
escr
ibe
thei
r de
sign
idea
s, t
hink
ing
and
plan
ning
.
Lear
ning
whe
n w
orki
ng w
ithot
hers
.
Dev
elop
ing
plan
ning
ski
lls.
Wor
king
inde
pend
ently
on
wel
l-def
ined
tas
ks.
Sha
ring
deci
sion
s w
ith t
hete
ache
r an
d ot
hers
.
Eva
luat
ing
stre
ngth
s an
dw
eakn
esse
s –
How
wel
ldo
es it
wor
k?
Eva
luat
ing
prod
ucts
inre
latio
nshi
p to
use
rs.
Mak
ing
for
your
self
(SoW
).
Und
erst
andi
ng m
ater
ials
(SoW
).
Exp
lori
ng id
eas
and
the
ta
skG
ener
atin
g id
eas
Dev
elo
pin
g a
nd m
od
ellin
g
idea
sP
lann
ing
Eva
luat
ing
Mak
ing
hig
h-q
ual
ity
pro
du
cts
Des
igni
ng fo
r cl
ient
s(S
oW).
Que
stio
ning
and
chal
leng
ing.
Ask
ing
unus
ual q
uest
ions
,re
spon
ding
to
idea
s, t
asks
or p
robl
ems
in a
n un
usua
lw
ay, c
halle
ngin
gco
nven
tiona
l res
pons
es,
inde
pend
ent
thin
king
.
Dev
elop
ing
flexi
ble
and
inde
pend
ent
thin
king
.
Enc
oura
ging
que
stio
ning
,op
enne
ss t
o id
eas
and
diffe
rent
way
s of
doi
ngth
ings
.
Und
erst
andi
ng a
nd u
sing
the
rela
tions
hip
betw
een
diffe
rent
desi
gn s
kills
to
beco
me
bett
er d
esig
ners
.
Rep
rese
ntin
g id
eas
indi
ffere
nt w
ays.
Cre
atin
g, r
ecre
atin
g,in
terp
retin
g an
dco
mm
unic
atin
g id
eas
effe
ctiv
ely
in u
nexp
ecte
dw
ays.
Sel
ectin
g ap
prop
riate
com
mun
icat
ion
tech
niqu
esto
doc
umen
t an
d co
nvey
clea
rly d
esig
n id
eas,
thi
nkin
gan
d or
gani
satio
n.
Neg
otia
ting
task
s w
ith t
hete
ache
r an
d ot
hers
.
Ado
ptin
g di
ffere
nt r
oles
with
ina
grou
p.
Man
agin
g tim
e w
ithin
ale
sson
.
Brin
ging
res
ourc
es t
oget
her
at t
he r
ight
tim
e.
Wor
king
inde
pend
ently
on
ata
sk d
eter
min
ed b
y th
ete
ache
r.
Eva
luat
ing
and
mod
ifyin
g.
Exp
lain
ing
the
choi
ces
and
deci
sion
s m
ade
in d
esig
ned
and
man
ufac
ture
d pr
oduc
ts,
proc
esse
s an
d sy
stem
s an
did
entif
ying
alte
rnat
ive
poss
ibilit
ies.
Pro
duci
ng b
atch
es (S
oW).
Expl
orin
g m
ater
ials
(SoW
).
Chara
cte
rist
ics
of
Years
7,
8 a
nd 9
Cha
ract
eris
tics
of
Year
8
Cha
ract
eris
tics
of
Year
7
© Crown copyright 2004DfES 0971-2004 G
16 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Exp
lori
ng id
eas
and
the
task
Gen
erat
ing
idea
sD
evel
op
ing
and
mo
del
ling
idea
sP
lann
ing
Eva
luat
ing
Mak
ing
hig
h-q
ual
ity
pro
du
cts
Des
igni
ng fo
r m
arke
ts(S
oW).
Env
isag
ing
wha
t co
uld
and
mig
ht b
e.
Stim
ulat
ing
the
imag
inat
ion.
Sha
ring
wor
k w
ith o
ther
s,ga
ther
ing
cons
truc
tive
feed
back
.
Inte
grat
ing
desi
gn s
kills
to
crea
te p
erso
nal s
trat
egie
s fo
rde
sign
ing
cultu
rally
,en
viro
nmen
tally
and
soc
ially
defe
nsib
le p
rodu
cts,
proc
esse
s an
d sy
stem
s.
Eva
luat
ing
effe
cts
of id
eas
and
actio
ns.
Dem
onst
ratin
g sk
ills in
usi
nga
broa
d ra
nge
of r
ecog
nise
dco
mm
unic
atio
n te
chni
ques
to
conv
ey d
esig
n th
inki
ng.
Wor
king
on
task
s fa
cilit
ated
by t
he t
each
er o
r ot
hers
.
Wor
king
inde
pend
ently
on
ach
osen
tas
k.
Cho
osin
g to
ado
pt a
nap
prop
riate
rol
e w
ithin
agr
oup,
suc
h as
neg
otia
tor,
lead
er.
Man
agin
g ow
n tim
e ac
ross
anu
mbe
r of
less
ons.
Prio
ritis
ing
and
reco
ncilin
gde
cisi
ons
on m
ater
ials
, tim
ean
d pr
oduc
tion.
Eva
luat
ing
the
wid
er im
pact
of p
rodu
cts.
Iden
tifyi
ng a
nd u
sing
crit
eria
to ju
dge
the
qual
ity o
fpr
oduc
ts.
Ensu
ring
qual
ity p
rodu
ctio
n(S
oW).
Cha
ract
eris
tics
of
Year
9
© Crown copyright 2004DfES 0971-2004 G
17 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Progression in capability in design and technologyDesign and technology is not simply about pupils learning a particular skill or a piece ofknowledge, with the concepts they learn just becoming more difficult year by year. Theprocesses of design and technology require pupils to integrate knowledge, skills andunderstanding to produce solutions. Pupils develop their ability to synthesise theirknowledge, skills and understanding and use them coherently to develop design solutions.Thus, pupils draw on their knowledge, skills and understanding in order to design andmake products.
It is important to structure what pupils learn as knowledge (the what) and skills (the how to), but it is even more important to teach them how to draw on this knowledgeand these skills when designing and making (the process). This is why the Frameworkpays particular attention to the process of designing. The concept of progression incapability in design and technology is characterised by the simultaneous development inpupils of:
■ propositional knowledge (knowing that …);
■ tacit knowledge (knowing how to …);
■ process skills.
The aim is that pupils will combine their increasing abilities in ‘knowing that …’ and‘knowing how to …’, with their enhanced process skills, bringing all this knowledge tobear in a purposeful and constructive manner. Progression consists of pupils’ ability toapply this knowledge and these skills to their designing and making and continuously toimprove their quality of understanding of the purposes and the outcome.
Progression in design and technology encompasses the development of pupils’ ability tohandle:
■ individual concepts of increasing breadth and depth;
■ a large number of increasingly complex concepts simultaneously.
These concepts include:
■ knowledge of products, health and safety, materials, aesthetics, human needs,technological systems, resources, equipment and processes;
■ values and attitudes, such as creativity, ingenuity, care, confidence,resourcefulness, flexibility, sensitivity, decisiveness, cooperation, independence,social responsibility;
■ skills, such as investigating, analysing, identifying needs, offering andcommunicating ideas, exploring and appraising ideas, developing and recordingideas, working with materials and equipment, practical skills, managing resources,planning, making, evaluating.
Thus pupils develop their ability to handle individual concepts, such as evaluating existingproducts, by looking at:
■ more sophisticated techniques for evaluating;
■ a wider range of products;
■ more complex issues that require careful investigation and gathering of informationto reach a judgement.
In addition, pupils will progress in their ability to handle a number of conceptssimultaneously, for example, designing and making a product that requires them toconsider a number of factors, such as health and safety, materials science, resourcemanagement and social responsibility.
© Crown copyright 2004DfES 0971-2004 G
18 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Progression in the subskills of designingAn important step in planning for progression is to identify the dimensions along whichpupils can progress. The Framework sets out in detail the subskills of designing, and howpupils might progress, year by year. However it is important to recognise that pupilsdevelop their capability in an integrated way, through combining their designing andmaking skills with acquired knowledge and understanding to make high-quality products.
Most teachers will also know that individual pupils’ learning, year by year, is not quite assystematic as this Framework suggests as, within this set of designing skills, they will havetheir individual strengths and weaknesses. Teaching can be structured progressively butindividuals will follow their own development route. Learning does not necessarily advancein an orderly manner; all teachers have witnessed or experienced leaps in pupils’understanding when all at once things seem to fall into place. The Framework helpsteachers to involve pupils in planning their own progress. Pupils can be encouraged totake responsibility for their own learning and objectives can be shared with them.
Design is not a linear processIt is not intended that teachers start with exploring ideas, then progress to generatingideas and so on in a linear teaching sequence. Some activities will begin with evaluating orplanning. Neither is it intended that teachers should work their way through all of theteaching objectives for generating ideas in sequence. In practice, teachers will find that atypical teaching unit will include work on a selected set of teaching objectives, theemphasis depending on the context and the stage of learning. Guidance on linking theFramework to planning and teaching is part of the associated training programme found inthe training materials.
Focusing on designing, autonomy, creativity, reflection and group workThe Framework should help refocus the attention of teachers on those aspects of learningthat are known to be weaker or that are underdeveloped in the subject, for example, theteaching of designing skills, developing creative thinking skills and encouraging autonomy.The objectives within the headings focus attention on areas known to improve pupils’motivation and performance such as:
■ autonomy;
■ creativity;
■ reflection;
■ skills in group work.
A particular intention of the Framework is to enable pupils to build a sense of ownership oftheir own learning, of their progress through Key Stage 3, of the purposes behind theirdesigning and making and of their future directions. If a teacher instils in pupils a sense ofengagement and purpose in what they are doing, it becomes more than likely that high-quality learning will result, despite any constraints of time, resources and facilities.
In defining yearly teaching objectives, the Framework implies a set of expectations. Thehope is that many schools will move beyond it. There will be schools for which theteaching objectives pose a steep challenge; for these schools, the Framework offers well-defined priorities and a focus for teaching and learning. At every stage, and for all pupils,the professional judgement of the teacher will determine the pace of acquisition ofknowledge. Set against a challenging pace is the teacher’s discretion to consolidate andreturn to skills that have been taught. The aim is not coverage but achievement.
© Crown copyright 2004DfES 0971-2004 G
19 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Using the teaching objectivesThe teaching objectives cover all the relevant statements of the National Curriculumprogramme of study. They set out what should be taught year by year. The objectivesfocus on the teaching of designing and thus concentrate in particular on sections 1and 3 of the programme of study:
■ developing, planning and communicating ideas;
■ evaluating processes and products.
There are strong links with the DfES/QCA scheme of work, particularly with those unitsthat focus on designing (Unit 7b, Designing and making for yourself, Unit 8b, Designing forclients, and Unit 9b, Designing for markets). The QCA scheme of work also provides avaluable model for teachers in planning and reviewing their own Key Stage 3 schemes ofwork. The intention is to lay appropriate and carefully planned foundations to enable mostpupils to make enough progress to reach levels 5 and 6 of the attainment target by theend of Year 9, and possibly earlier.
The attainment target levels for design and technology define a summative level ofattainment in both designing and making. The levels of attainment as written are intendedto be used as an assessment tool at the end of the key stage, not as a planning tool. Theteaching objectives are an effective planning tool and following them will ensure that theprogrammes of study are covered at an appropriate level and that pupils progress acrossthe key stage to meet the required level.
Further guidance on specific elements of assessment for learning may be found in thesubject development materials for design and technology, which are part of the Key Stage3 Strategy’s Assessment for Learning training materials for schools, (DfES 0043-2004 G).
The sets of teaching objectives vary in scale and in their balance at different times. As anexample, in Year 7 there is an early emphasis on designing for themselves, sharingdecisions with the teacher, developing planning skills, learning while working with othersand exploring a range of strategies to develop design thinking. This does not imply thatpupils should exclusively be designing products for themselves and working with familiarproducts and situations. It simply means that, if pupils are not supported intensively indeveloping these skills at an early stage, problems will emerge later, for example, whenthey are trying to work more independently, to identify appropriate needs and opportunitiesfor their own design work, to manage their time effectively, or to work well in a group.
The teaching objectives can be addressed, in part or in full, through single units of work.Some may be taught through individual lessons with focused practical tasks (FPTs) orproduct evaluation activities (PEAs). Other objectives may take pupils longer to achieve,because of the amount of practice required. The most helpful approach will be to identifypoints in the scheme of work at which a given objective will be launched and taughtintensively, and perhaps one or two other points over the year where it will be reinforcedand then built on further, for example, when working on another project or with a differentmaterial.
© Crown copyright 2004DfES 0971-2004 G
20 Design and technology: Framework and training materialsKey Stage 3 National Strategy
The wording of the teaching objectives and headings is carefully chosen. As examples:
■ The heading ‘teaching objectives’ means that they need to be identified inteaching plans.
■ It is expected that work on objectives for Year 7 will be sustained as necessaryand will support work through the following years, so that pupils consolidate andreinforce their skills and understanding. As pupils’ learning experiences continue,skills and understanding are developed further and new aspects are introduced.
■ As far as possible, each objective is applied and developed in successive years,based on a spiral curriculum model, so that areas of skills and understanding arerevisited again at progressively higher levels.
This can be demonstrated, for example, in:
■ Year 7 – explore needs, wants and opportunities in the context of designing forthemselves;
■ Year 8 – explore needs, wants and opportunities in the context of designing forclients;
■ Year 9 – explore needs, wants and opportunities in the context of designing formarkets;
and:
■ Year 7 – understand the need that a product is intended to serve and judge howwell it meets that need;
■ Year 8 – suggest criteria that might have been used when designing and making aproduct;
■ Year 9 – formulate criteria to judge the quality of a product and the extent to whichit meets the need, the purpose and the resource limits, and its impact on society.
The link with the attainment target for design and technologyThe teaching objectives are clearly linked to the attainment target for design andtechnology. The chart opposite maps the attainment target levels against the headingsfrom the Framework objectives.
© Crown copyright 2004DfES 0971-2004 G
21 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Att
ainm
ent
leve
lE
xplo
ring
idea
s an
d t
he t
ask
Gen
erat
ing
idea
sD
evel
op
ing
and
mo
del
ling
idea
s
Leve
l 1P
upils
gen
erat
e id
eas
and
reco
gnis
e ch
arac
teris
tics
of
fam
iliar
prod
ucts
.
Leve
l 2P
upils
gen
erat
e id
eas
and
plan
wha
t to
do
next
, bas
ed
Pup
ils u
se m
odel
s, p
ictu
res
and
wor
ds t
o de
scrib
eon
the
ir ex
perie
nce
of w
orki
ng w
ith m
ater
ials
and
th
eir
desi
gns.
com
pone
nts.
They
rec
ogni
se w
hat
they
hav
e do
ne w
ell a
s th
eir
wor
k pr
ogre
sses
.
Leve
l 3P
upils
... r
ecog
nise
tha
t th
eir
desi
gns
have
to
mee
t a
Pup
ils g
ener
ate
idea
s ...
Pup
ils ..
. use
wor
ds, l
abel
led
sket
ches
and
mod
els
to
rang
e of
diff
eren
t ne
eds.
com
mun
icat
e th
e de
tails
of t
heir
desi
gns.
They
cla
rify
idea
s w
hen
aske
d.
Leve
l 4P
upils
tak
e us
ers’
vie
ws
into
acc
ount
.P
upils
gen
erat
e id
eas
by c
olle
ctin
g an
d us
ing
Pup
ils r
efle
ct o
n th
eir
desi
gns
as t
hey
deve
lop,
bea
ring
info
rmat
ion.
in m
ind
how
the
pro
duct
will
be u
sed.
They
com
mun
icat
e al
tern
ativ
e id
eas,
usi
ng w
ords
, la
belle
d sk
etch
es a
nd m
odel
s, s
how
ing
that
the
y ar
e aw
are
of c
onst
rain
ts.
Leve
l 5P
upils
dra
w o
n an
d us
e va
rious
sou
rces
of
Pup
ils c
larif
y th
eir
idea
s th
roug
h di
scus
sion
, dra
win
g P
upils
use
the
ir un
ders
tand
ing
of t
he c
hara
cter
istic
s of
in
form
atio
n.an
d m
odel
ling.
fam
iliar
prod
ucts
whe
n de
velo
ping
and
com
mun
icat
ing
thei
r ow
n id
eas.
They
che
ck t
heir
wor
k as
it d
evel
ops
and
mod
ify t
heir
appr
oach
in t
he li
ght
of p
rogr
ess.
Leve
l 6P
upils
dra
w o
n an
d us
e a
rang
e of
sou
rces
of
Pup
ils ..
. dev
elop
det
aile
d cr
iteria
for
thei
r de
sign
s an
d P
upils
mak
e m
odel
s an
d dr
awin
gs t
o ex
plor
e an
d te
st
info
rmat
ion,
and
sho
w t
hat
they
und
erst
and
the
use
thes
e to
exp
lore
des
ign
prop
osal
s.th
eir
desi
gn t
hink
ing,
dis
cuss
ing
thei
r id
eas
with
use
rs.
form
and
func
tion
of fa
milia
r pr
oduc
ts.
They
eva
luat
e ho
w e
ffect
ivel
y th
ey h
ave
used
info
rmat
ion
They
che
ck t
heir
wor
k as
it d
evel
ops
and
mod
ify t
heir
sour
ces,
usi
ng t
he r
esul
ts o
f the
ir re
sear
ch t
o in
form
ap
proa
ch in
the
ligh
t of
pro
gres
s.th
eir
judg
emen
ts w
hen
desi
gnin
g an
d m
akin
g.
Leve
l 7P
upils
rec
ogni
se t
he d
iffer
ent
need
s of
a r
ange
of
Pup
ils u
se a
wid
e ra
nge
of a
ppro
pria
te s
ourc
es o
f P
upils
inve
stig
ate
form
, fun
ctio
n an
d pr
oduc
tion
user
s an
d de
velo
p fu
lly r
ealis
tic d
esig
ns.
info
rmat
ion
to d
evel
op id
eas.
proc
esse
s ...
and
dev
elop
fully
rea
listic
des
igns
. Th
ey ..
. com
mun
icat
e id
eas,
usi
ng a
var
iety
of m
edia
.
Leve
l 8P
upils
use
a r
ange
of s
trat
egie
s to
dev
elop
app
ropr
iate
P
upils
iden
tify
conf
lictin
g de
man
ds o
n th
eir
desi
gn,
idea
s, r
espo
ndin
g to
info
rmat
ion
they
hav
e id
entif
ied.
expl
ain
how
the
ir id
eas
addr
ess
thes
e de
man
ds, a
nd
use
this
ana
lysi
s to
pro
duce
pro
posa
ls.
Exc
epti
ona
l P
upils
see
k ou
t in
form
atio
n to
hel
p th
eir
desi
gn
Pup
ils s
how
dis
crim
inat
ion
in t
heir
sele
ctio
n an
d us
e of
p
erfo
rman
ces
thin
king
, and
rec
ogni
se t
he n
eeds
of a
var
iety
of
info
rmat
ion
sour
ces
to s
uppo
rt t
heir
wor
k.cl
ient
gro
ups.
cont
inue
d
Str
anded a
ttain
ment
targ
et
– desi
gn a
nd t
echnolo
gy
© Crown copyright 2004DfES 0971-2004 G
22 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Str
anded a
ttain
ment
targ
et
– desi
gn a
nd t
echnolo
gy
cont
inue
d
Att
ainm
ent
leve
lP
lann
ing
Eva
luat
ing
Mak
ing
hig
h-q
ual
ity
pro
du
cts
Leve
l 1P
upils
use
pic
ture
s an
d w
ords
to
desc
ribe
wha
t th
ey
Pup
ils t
alk
in s
impl
e te
rms
abou
t th
eir
own
and
othe
r P
upils
use
too
ls a
nd m
ater
ials
with
hel
p, w
here
nee
ded.
w
ant
to d
o. T
heir
plan
s sh
ow t
hat,
with
hel
p, t
hey
peop
le’s
wor
k an
d de
scrib
e ho
w a
pro
duct
wor
ks.
They
exp
lain
wha
t th
ey a
re m
akin
g an
d w
hich
too
ls
can
put
thei
r id
eas
into
pra
ctic
e.th
ey a
re u
sing
.
Leve
l 2P
upils
sel
ect
appr
opria
te t
ools
, tec
hniq
ues
and
Pup
ils r
ecog
nise
wha
t th
ey h
ave
done
wel
l ...
and
Pup
ils u
se t
ools
and
ass
embl
e, jo
in a
nd c
ombi
ne
mat
eria
ls, e
xpla
inin
g th
eir
choi
ces.
sugg
est
thin
gs t
hey
coul
d do
bet
ter
in t
he fu
ture
.m
ater
ials
and
com
pone
nts
in a
var
iety
of w
ays.
Leve
l 3P
upils
mak
e re
alis
tic p
lans
for
achi
evin
g th
eir
aim
s.
Pup
ils id
entif
y w
here
eva
luat
ion
of t
he d
esig
n-an
d-
Pup
ils u
se t
ools
and
equ
ipm
ent
with
som
e ac
cura
cy
They
thi
nk a
head
abo
ut t
he o
rder
of t
heir
wor
k,
mak
e pr
oces
s an
d th
eir
prod
ucts
has
led
to
to c
ut a
nd s
hape
mat
eria
ls a
nd t
o pu
t to
geth
er
choo
sing
app
ropr
iate
too
ls, e
quip
men
t, m
ater
ials
, im
prov
emen
ts.
com
pone
nts.
com
pone
nts
and
tech
niqu
es.
Leve
l 4P
upils
pro
duce
ste
p-by
-ste
p pl
ans.
Pup
ils id
entif
y w
hat
is w
orki
ng w
ell a
nd w
hat
coul
d be
P
upils
sel
ect
and
wor
k w
ith a
ran
ge o
f too
ls a
nd
impr
oved
.eq
uipm
ent.
They
wor
k w
ith a
var
iety
of m
ater
ials
and
com
pone
nts
with
som
e ac
cura
cy,
payi
ng a
tten
tion
to q
ualit
y of
fini
sh
and
to fu
nctio
n.
Leve
l 5P
upils
wor
k fro
m t
heir
own
deta
iled
plan
s, m
odify
ing
Pup
ils t
est
and
eval
uate
the
ir pr
oduc
ts, s
how
ing
that
Pup
ils w
ork
from
the
ir ow
n de
taile
d pl
ans,
mod
ifyin
g th
em w
here
app
ropr
iate
.th
ey u
nder
stan
d th
e si
tuat
ions
in w
hich
the
ir de
sign
s th
em w
here
app
ropr
iate
.w
ill ha
ve t
o fu
nctio
n an
d ar
e aw
are
of r
esou
rces
as
They
wor
k w
ith a
ran
ge o
f too
ls,
mat
eria
ls,
equi
pmen
t, co
nstr
aint
s. T
hey
eval
uate
the
ir pr
oduc
ts a
nd t
heir
use
com
pone
nts
and
proc
esse
s w
ith s
ome
prec
isio
n.of
info
rmat
ion
sour
ces.
Leve
l 6P
upils
pro
duce
pla
ns t
hat
outli
ne a
ltern
ativ
e m
etho
ds
Pup
ils e
valu
ate
thei
r pr
oduc
ts a
s th
ey a
re b
eing
use
d P
upils
wor
k w
ith a
ran
ge o
f too
ls,
mat
eria
ls,
equi
pmen
t, of
pro
gres
sing
...
and
iden
tify
way
s of
impr
ovin
g th
em.
com
pone
nts
and
proc
esse
s an
d sh
ow t
hat
they
un
ders
tand
the
ir ch
arac
teris
tics.
Leve
l 7P
upils
pro
duce
pla
ns t
hat
pred
ict
the
time
need
ed t
o P
upils
sel
ect
appr
opria
te t
echn
ique
s to
eva
luat
e ho
w
Pup
ils w
ork
with
a r
ange
of t
ools
, m
ater
ials
, eq
uipm
ent,
carr
y ou
t th
e m
ain
stag
es o
f mak
ing
prod
ucts
.th
eir
prod
ucts
wou
ld p
erfo
rm w
hen
used
and
mod
ify
com
pone
nts
and
proc
esse
s, t
akin
g fu
ll ac
coun
t of
thei
r pr
oduc
ts in
the
ligh
t of
the
eva
luat
ion
to im
prov
e th
eir
char
acte
ristic
s.th
eir
perfo
rman
ce.
They
ada
pt t
heir
met
hods
of m
anuf
actu
re t
o ch
angi
ng
circ
umst
ance
s, p
rovi
ding
a s
ound
exp
lana
tion
for
any
chan
ge fr
om t
he d
esig
n pr
opos
al.
Leve
l 8W
hen
plan
ning
, pup
ils m
ake
deci
sion
s ab
out
Pup
ils id
entif
y a
broa
d ra
nge
of c
riter
ia fo
r ev
alua
ting
Pup
ils o
rgan
ise
thei
r w
ork
so t
hat
they
car
ry o
ut
mat
eria
ls a
nd t
echn
ique
s, b
ased
on
thei
r th
eir
prod
ucts
, cle
arly
rel
atin
g th
eir
findi
ngs
to t
he
proc
esse
s ac
cura
tely
and
con
sist
ently
, an
d us
e to
ols,
unde
rsta
ndin
g of
the
phy
sica
l pro
pert
ies
and
purp
ose
for
whi
ch t
he p
rodu
cts
wer
e de
sign
ed a
nd
equi
pmen
t, m
ater
ials
and
com
pone
nts
with
pre
cisi
on.
wor
king
cha
ract
eris
tics
of m
ater
ials
.th
e ap
prop
riate
use
of r
esou
rces
.
Exc
epti
ona
l Th
ey w
ork
from
form
al p
lans
tha
t m
ake
the
best
P
upils
mak
e pr
oduc
ts t
hat
are
relia
ble
and
robu
st a
ndTh
ey w
ork
with
too
ls,
equi
pmen
t, m
ater
ials
and
p
erfo
rman
ces
use
of t
ime
and
reso
urce
s.th
at fu
lly m
eet
the
qual
ity r
equi
rem
ents
giv
en in
the
co
mpo
nent
s to
a h
igh
degr
ee o
f pre
cisi
on.
desi
gn p
ropo
sal.
© Crown copyright 2004DfES 0971-2004 G
23 Design and technology: Framework and training materialsKey Stage 3 National Strategy
The link with ICT requirementsThe teaching objectives for design and technology have clear links with those forinformation and communication technology (ICT).
■ Finding things out – using data and information sources, searching andselecting, organising and investigating
■ Developing ideas and making things happen – analysing and automatingprocesses, models and modelling, control and monitoring
■ Exchanging and sharing information – fitness for purpose, refining andpresenting information, communicating
It is recognised that one of the strengths of design and technology teaching is the ability todeliver these objectives through meaningful projects, and to integrate them appropriatelyinto teaching and learning.
The DfES/QCA Key Stage 3 design and technology scheme of work units can be used toprovide further examples:
■ Unit 7C, Using ICT to support researching and designing;
■ Unit 8C, Using ICT to support making;
■ Unit 9C, Using ICT to link with the world outside school.
The teaching objectives for design and technology do not make extensive reference tousing ICT. It is anticipated that teachers will use a range of resources, choosing the mostappropriate, but there are many opportunities to use ICT to make learning more effective.For example, in Year 7 pupils should be taught to:
■ record their research, using notes, sketches, diagrams;
■ use a range of strategies to produce, communicate, record initial ideas, forexample, a sketchbook to record 2-D and 3-D sketches, collages, notes,discussions, to assist self-reflection and to describe their ideas and thinking to others;
■ prepare an ordered sequence for managing the task.
Some teaching objectives, however, do make specific references to ICT, so that the overallobjectives will meet the requirements of the National Curriculum programme of study. Forexample, Year 7 pupils should be taught to:
■ work out, and reflect on, the technical details of their ideas by modelling themthrough drawing, discussion, ICT and in 3-D.
Effective use of ICT when designingMost schools have generic software, such as wordprocessors, spreadsheets, drawingsoftware, that can be helpful during designing and making. Many schools have access tocomputer-aided design (CAD) to support the teaching of the yearly objectives.
Some of the benefits for pupils of using CAD are that it:
■ helps them to present their work professionally;
■ empowers them to be creative and innovative because they are no longer limitedby their drawing or making skills;
■ enables them to modify designs without endless redrawing, so that they canexplore and experiment more easily;
■ enables them to try out ideas to see if they will work, and to take risks;
■ enables them to visualise their ideas and develop the ability to think in threedimensions;
© Crown copyright 2004DfES 0971-2004 G
24 Design and technology: Framework and training materialsKey Stage 3 National Strategy
■ allows them to develop their ideas before making final decisions;
■ allows them continually to develop ideas and reflect on them, thereby encouragingfurther development;
■ helps them to work accurately and with precision.
However, pupils should be taught that CAD and computer-aided manufacture (CAM) aresimply additional tools which a designer has available and which should be used as andwhen appropriate. Unless the pupils are highly skilled, in most cases it is quicker to sketchideas by hand before transferring them to a CAD system. If this approach is not adopted itcan mean that some pupils may waste time when other methods, such as modelling withmaterials or fast sketching, would be quicker and more appropriate. Pupils who find it hardto start from a blank sheet of paper and to draw ‘ideas’, without sufficient resources orstimuli, will find it equally difficult to start from an empty computer screen.
Links with other resourcesThe Key Stage 3 design and technology programme brings together and builds on existingresources for design and technology.
Key Stage 3Strategy
DfES/QCA scheme of work for design and technology(www.standards.dfes.gov.uk/schemes)
National Curriculum requirements(www.nc.uk.net)
Attainment target for design andtechnology (www.nc.uk.net (click on Design and Technology))
Assessment in design andtechnology(www.ncaction.org.uk)
ICT objectives(www.nc.uk.net (click on ICT))
Gifted and talented(www.nc.uk.net/gt)
Learning difficulties(www.nc.uk.net/ld)
QCA, Creativity: Find it, promote it(www.ncaction.org.uk/creativity)
Design and Technology Association (DATA)■ Website resources (www.web.data.org.uk)■ Publications
– The design and technology secondary head ofdepartment handbook
– Supporting the Key Stage 3 National Strategy – CD-ROM
National Association of Advisersand Inspectors in Design andTechnology (NAAIDT)(www.naaidt.org.uk)■ Website resources■ Publications
– Think on– Quality through
progression in design
© Crown copyright 2004DfES 0971-2004 G
25 Design and technology: Framework and training materialsKey Stage 3 National Strategy
The approach to design and technology learningThe Framework and its objectives are designed to give teachers a comprehensive outlineof pupils’ design and technology capability over Key Stage 3. There should not beanything that is not currently taught to pupils at some stage.
The expectation is that knowledge, skills and understanding will be taught through:
■ product analysis;
■ focused practical tasks that develop a range of techniques, processes andknowledge;
■ design-and-make assignments set in different contexts.
The assignments should cover control systems and work using a range of contrastingmaterials, including resistant materials, compliant materials and/or food.
The Framework sets out a plan for progression in the key aspects; however, the overalltarget is to improve pupils’ capability in design and technology. Progress in the centralcommon features of designing and making is only ensured if pupils understand wherethese processes are similar for a range of materials, and understand the reasons for anydifferences. Teachers need to work closely with pupils and with each other to establishshared levels of expectations, a common vocabulary and consistent attitudes to designingand making if pupils are to perceive a clear route ahead for progression in their ownlearning. Sharing the learning objectives behind units of work of design-and-makeassignments, and setting out unambiguously in advance the assessment criteria to beused, not only improves standards in designing and making, but also promotes the lesstangible outcomes, such as pupils improving their own performance and learning and theirmotivation.
The teaching objectives suggest a range of approaches to teaching and learning, includingopportunities for teachers to:
■ create practical learning experiences that promote success and raise attainment;
■ establish an interactive dialogue with pupils and a challenging pace;
■ introduce real scenarios and design issues that are meaningful to pupils;
■ encourage communication, using a wide range of methods;
■ motivate pupils through design tasks in which the pupils take ownership of theirwork and their own learning;
■ value and celebrate pupils’ creative and innovative contributions, encouragingopenness to ideas and critical reflection;
■ plan work within a range of flexible contexts and topics that can be adapted tosuit individual interests and motivations;
■ allow pupils to work at their own pace and level, actively intervening whereneeded, developing independent learning skills;
■ allow pupils to work collaboratively in groups, sharing ideas, exploring possibilitiesand evaluating ideas and products;
■ explore with pupils the diversity of the application of design and technology indifferent cultures and at different times.
© Crown copyright 2004DfES 0971-2004 G
26 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Teaching strategiesTeachers working with the Framework will seek teaching approaches and methodologiesthat work best with the objectives. These are addressed through the associated trainingmaterials. Many teachers are already teaching to objectives that are similar to those in theFramework and increasingly are basing aspects of Key Stage 3 work on pupils’ growingcapability.
At this stage the aim is to invite teachers to:
■ stand back from their practice;
■ refocus on the purposes of what they do in the classroom;
■ take a long-term view of what will best help pupils to progress through Key Stage 3and beyond;
■ see issues, such as the teaching of designing skills, not as ends in themselves butas means to other ends, namely, helping pupils learn more, learn more securelyand independently over time, developing creativity and autonomy.
The training materials that support this document advocate a versatile, energetic,interactive classroom approach. They focus on features of teaching that have provedeffective in helping learners to make secure progress in design and technology.
Examples include:
■ setting clear objectives which pupils understand;
■ a focus on processing and practising essential designing and making skills;
■ modelling tasks for pupils’ benefit;
■ linking knowledge and skills learned in one project, or by working in one material,to another;
■ offering clear conclusions which enable pupils to see what they have learned andachieved.
Section 2Framework of objectives for design
and technology
© Crown copyright 2004DfES 0971-2004 G
28 Design and technology: Framework and training materialsKey Stage 3 National Strategy
© Crown copyright 2004DfES 0971-2004 G
29 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Exp
lori
ng id
eas
and
the
tas
kYe
arly
tea
chin
g o
bje
ctiv
es
Pup
ils e
xplo
re t
he n
eeds
, w
ants
and
opp
ortu
nitie
s w
ithin
a t
ask.
By
rese
arch
ing
and
ques
tioni
ng,
usin
g a
varie
ty o
f tec
hniq
ues
(incl
udin
g IC
T),
they
sho
uld
gath
erin
form
atio
n w
hich
hel
ps t
hem
to
clar
ify t
he t
ask
and
iden
tify
exac
tly w
hat
they
are
req
uire
d to
do.
As
a re
sult,
the
y sh
ould
beg
in t
o en
visa
ge p
ossi
bilit
ies
and
to fo
rmul
ate
crite
ria a
s pa
rt o
f a d
esig
n sp
ecifi
catio
n. B
y re
flect
ing
on t
he n
eeds
and
wan
ts o
f use
rs,
pupi
ls s
houl
d se
e ho
w t
hey
can
inte
rven
e cr
eativ
ely
to im
prov
e qu
ality
of l
ife,
part
icip
ate
in t
omor
row
’s r
apid
ly c
hang
ing
tech
nolo
gies
and
hel
p sh
ape
com
mun
ities
.
Year
7 p
upils
sho
uld
be
taug
ht t
o:
Year
8 p
upils
sho
uld
be
taug
ht t
o:
Year
9 p
upils
sho
uld
be
taug
ht t
o:
Exp
lore
nee
ds, w
ants
and
opp
ortu
nitie
s in
the
E
xplo
re n
eeds
, wan
ts a
nd o
ppor
tuni
ties
in t
he
Exp
lore
nee
ds, w
ants
and
opp
ortu
nitie
s in
the
co
ntex
t of
des
igni
ng fo
r th
emse
lves
cont
ext
of d
esig
ning
for
clie
nts
cont
ext
of d
esig
ning
for
mar
kets
Iden
tify
desi
gn p
ossi
bilit
ies
by d
iscu
ssin
g ne
eds
Exp
lore
and
pla
y w
ith c
onve
ntio
nal a
nd
Spe
cula
te a
bout
and
env
isag
e bo
th c
omm
on
and
oppo
rtun
ities
pre
sent
ed b
y th
e ta
skun
conv
entio
nal i
deas
rel
ated
to
the
task
and
unus
ual p
ossi
bilit
ies
pres
ente
d by
the
tas
k
Dev
elop
des
ign
crite
ria t
o sa
tisfy
the
des
ign
brie
fR
ecog
nise
crit
ical
fact
ors
that
nee
d to
be
Dra
w u
p a
desi
gn s
peci
ficat
ion
for
the
prod
uct
incl
uded
as
desi
gn c
riter
iade
tailin
g th
e de
sign
crit
eria
whi
ch r
efle
ct a
use
r’s
need
s
Iden
tify
cons
trai
nts
impo
sed
by t
he t
ask
and/
or
Iden
tify
conf
lictin
g cr
iteria
and
det
erm
ine
whi
ch
reso
urce
s an
d ac
know
ledg
e th
em w
hen
shou
ld t
ake
prio
rity
form
ulat
ing
crite
ria
Find
and
sel
ect
info
rmat
ion
whi
ch in
form
s an
d D
iscu
ss, d
ebat
e, q
uest
ion
and
chal
leng
e S
elec
t in
form
atio
n so
urce
s, g
athe
ring
and
sort
ing
clar
ifies
thi
nkin
g ab
out
the
task
info
rmat
ion
and
the
natu
re o
f the
tas
k its
elf
data
tha
t w
ill he
lp w
ith id
eas
for,
and
deci
sion
s ab
out,
the
desi
gn
Use
exi
stin
g, fa
milia
r pr
oduc
ts a
nd s
yste
ms
to
Use
sol
utio
ns t
o pr
oble
ms
from
the
pre
sent
, and
E
xplo
re id
eas
in w
ays
that
sho
w a
n in
form
the
ir de
sign
thi
nkin
got
her
times
and
cul
ture
s, t
o in
form
the
ir de
sign
un
ders
tand
ing
of t
heir
impa
ct o
n th
e fu
ture
thin
king
Rec
ord
thei
r re
sear
ch u
sing
not
es, s
ketc
hes,
D
raw
con
clus
ions
from
the
gat
here
d in
form
atio
n an
dC
omm
ent
on h
ow e
ffect
ivel
y th
e in
form
atio
n ha
s
diag
ram
s, e
tc.
com
men
t on
its
usef
ulne
ssbe
en u
sed
Obje
ctiv
es
for
desi
gn a
nd t
ech
nolo
gy
(arr
anged b
y su
bsk
ill)
© Crown copyright 2004DfES 0971-2004 G
30 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Gen
erat
ing
idea
sYe
arly
tea
chin
g o
bje
ctiv
es
Pup
ils s
houl
d be
tau
ght
to u
se t
he in
form
atio
n ga
ined
from
exp
lorin
g th
e ne
eds,
wan
ts a
nd o
ppor
tuni
ties
in t
he t
ask,
to
anal
yse
it fu
rthe
r an
d to
sug
gest
wha
t m
ight
be
mad
e in
ord
er t
o re
spon
d to
des
ign
crite
ria.
The
stud
y of
pro
duct
s m
ade
by o
ther
s co
uld
help
thi
s pr
oces
s. T
hey
shou
ld b
e ta
ught
a v
arie
ty o
f tec
hniq
ues
to s
timul
ate
the
imag
inat
ion
and
to d
evel
op t
heir
crea
tivity
. Th
ey s
houl
d be
enc
oura
ged
to b
e fle
xibl
e an
d in
depe
nden
t in
the
ir th
inki
ng a
nd t
o qu
estio
n, e
xplo
re a
nd p
lay
with
the
irid
eas
men
tally
, ve
rbal
ly, g
raph
ical
ly, in
3-D
and
thr
ough
the
use
of I
CT.
The
y sh
ould
als
o be
enc
oura
ged
to b
e am
enab
le t
o di
ffere
nt w
ays
of w
orki
ng,
to s
hare
the
irid
eas
with
oth
ers
and
to o
ffer
and
acce
pt c
ritic
al fe
edba
ck.
They
sho
uld
also
be
taug
ht t
o m
ake
conn
ectio
ns a
nd s
ee r
elat
ions
hips
bet
wee
n pr
oduc
ts a
nd id
eas.
Pup
ilssh
ould
be
chal
leng
ed t
o ta
ke r
isks
with
the
ir th
inki
ng.
Year
7 p
upils
sho
uld
be
taug
ht t
o:
Year
8 p
upils
sho
uld
be
taug
ht t
o:
Year
9 p
upils
sho
uld
be
taug
ht t
o:
Use
str
ateg
ies
whi
ch g
ener
ate
a va
riety
of d
esig
n P
rodu
ce a
nd c
onsi
der
conv
entio
nal,
orig
inal
, unu
sual
, P
rodu
ce c
reat
ive
solu
tions
whi
ch a
ddre
ss t
he d
esig
n id
eas
quic
kly
as a
dire
ct r
espo
nse
to t
he d
esig
n un
ique
and
/or
ecce
ntric
idea
scr
iteria
in e
xpec
ted
and/
or u
nexp
ecte
d w
ays
crite
ria
Use
a r
ange
of m
ater
ials
to
stim
ulat
e th
e im
agin
atio
n U
se a
ran
ge o
f des
ign
stra
tegi
es w
hich
com
bine
B
e pr
epar
ed t
o ta
ke r
isks
whe
n ge
nera
ting
idea
s (e
.g.
pict
ures
, st
orie
s, p
oem
s, m
usic
, vi
deos
, cr
eativ
e th
inki
ng a
nd t
he a
pplic
atio
n of
kno
wle
dge
th
roug
h a
rang
e of
cre
ativ
e an
d cr
itica
l thi
nkin
g pr
oduc
ts)
tech
niqu
es
Mak
e co
nnec
tions
and
see
rel
atio
nshi
ps b
etw
een
Dev
elop
flex
ible
and
inde
pend
ent
thin
king
abo
ut
Ana
lyse
how
exi
stin
g pr
oduc
ts a
re d
esig
ned
and
the
form
and
func
tion
of e
xist
ing
prod
ucts
and
ex
istin
g pr
oduc
ts a
nd s
olut
ions
(by
enco
urag
ing
mad
e, in
ord
er t
o pr
ovid
e a
rang
e of
str
ateg
ies
and
poss
ible
des
ign
prop
osal
squ
estio
ning
, ope
nnes
s to
idea
s an
d ap
proa
ches
fa
ctua
l inf
orm
atio
n to
use
whe
n de
sign
ing
thei
r ow
nw
hen
gene
ratin
g de
sign
pro
posa
ls)
prod
ucts
Use
a r
ange
of i
nfor
mat
ion
sour
ces,
mai
nly
prov
ided
D
raw
upo
n a
wid
e ra
nge
of in
form
atio
n so
urce
s C
ombi
ne id
eas
from
a v
arie
ty o
f sou
rces
by t
he t
each
erin
clud
ing
thos
e no
t pr
ovid
ed b
y th
e te
ache
r
Use
a r
ange
of s
trat
egie
s to
pro
duce
, com
mun
icat
e,
Rec
ord
and
shar
e id
eas
with
oth
ers
and
gath
er a
ndR
ecor
d an
d sh
are
idea
s, e
ncou
ragi
ng fe
edba
ck
reco
rd in
itial
idea
s (e
.g.
a sk
etch
book
to
reco
rd 2
-D
use
cons
truc
tive
feed
back
to
deve
lop
a cl
ear
and
from
use
rs t
o re
fine
thei
r in
itial
idea
s an
d de
velo
p an
d 3-
D s
ketc
hes,
col
lage
s, n
otes
,di
scus
sion
s) t
o de
taile
d de
sign
pro
posa
la
full
desi
gn p
ropo
sal
assi
st s
elf-
refle
ctio
n an
d to
des
crib
e th
eir
idea
s an
d th
inki
ng t
o ot
hers
Dev
elop
the
cap
acity
to
build
imag
es in
the
D
evel
op t
he c
apac
ity fo
r m
anip
ulat
ing
imag
es o
f D
evel
op t
he c
apac
ity t
o cr
eate
and
dev
elop
m
ind’
s ey
epr
oduc
ts a
nd s
yste
ms
in t
he m
ind’
s ey
e, in
a
prop
osal
s in
the
min
d’s
eye
cons
truc
tive
or a
naly
tical
way
© Crown copyright 2004DfES 0971-2004 G
31 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Dev
elo
pin
g a
nd m
od
ellin
g id
eas
Year
ly t
each
ing
ob
ject
ives
Pup
ils s
houl
d be
com
e ad
ept
at c
ombi
ning
diff
eren
t de
sign
ski
lls in
ord
er t
o m
ove
thei
r th
inki
ng fo
rwar
d. T
his
will
usua
lly in
volv
e th
em in
mod
ellin
g th
eir
prop
osal
s in
ava
riety
of w
ays,
incl
udin
g ve
rbal
ly, in
writ
ing,
gra
phic
ally,
by
usin
g IC
T an
d th
ree-
dim
ensi
onal
ly. T
hey
will
lear
n to
pla
y w
ith id
eas
whi
le k
eepi
ng t
heir
optio
ns o
pen
and
crea
ting,
rec
reat
ing
and
inte
rpre
ting
thos
e id
eas
in b
oth
expe
cted
and
une
xpec
ted
way
s. T
hey
shou
ld b
e ta
ught
to
refin
e th
eir
idea
s to
dev
elop
a d
efin
ite p
ropo
sal
whi
ch c
an b
e te
sted
aga
inst
the
orig
inal
des
ign
crite
ria.
This
may
invo
lve
disc
ussi
ons
with
clie
nts
and
user
s. T
hey
shou
ld fo
cus
on a
ll as
pect
s of
the
ir in
itial
idea
s,w
orki
ng o
ut t
he t
echn
ical
det
ails
, m
ater
ials
and
man
ufac
turin
g pr
oces
ses
that
will
be n
eces
sary
to
turn
the
m in
to r
ealit
y. A
s a
resu
lt th
ey s
houl
d be
abl
e to
pro
duce
ade
taile
d m
anuf
actu
ring
spec
ifica
tion.
Year
7 p
upils
sho
uld
be
taug
ht t
o:
Year
8 p
upils
sho
uld
be
taug
ht t
o:
Year
9 p
upils
sho
uld
be
taug
ht t
o:
Use
a r
ange
of s
trat
egie
s to
exp
lore
and
exp
erim
ent
Try
fresh
or
alte
rnat
ive
appr
oach
es w
hen
deve
lopi
ng
Con
tinua
lly t
hink
vis
ually
, spa
tially
and
ana
lytic
ally
w
ith id
eas
befo
re m
akin
g ju
dgem
ents
idea
s an
d ov
erco
min
g ne
w p
robl
ems
and
chal
leng
esw
hen
deve
lopi
ng a
nd e
valu
atin
g id
eas
Wor
k ou
t, an
d re
flect
on,
the
tec
hnic
al d
etai
ls o
f D
evel
op d
iffer
ent
stra
tegi
es t
o el
abor
ate,
em
bellis
h,
Try
alte
rnat
ive,
som
etim
es u
ncon
vent
iona
l, th
eir
idea
s by
mod
ellin
g th
em t
hrou
gh d
raw
ing,
ex
pand
and
dev
elop
des
ign
idea
sap
proa
ches
fo
r ov
erco
min
g di
fficu
lties
, mod
ifyin
g di
scus
sion
, IC
T an
d in
3-D
prop
osal
s an
d co
mm
unic
atin
g th
ese
to o
ther
s
App
rais
e id
eas
by c
ontin
ual r
efer
ence
to
the
desi
gn
See
k op
inio
ns o
f pot
entia
l use
rs o
f the
pro
duct
and
D
raw
on
mat
hem
atic
al, s
cien
tific
and
tec
hnic
al
crite
riade
cide
whe
ther
the
ir de
sign
crit
eria
are
acc
urat
e kn
owle
dge
whe
n ap
prai
sing
idea
s ag
ains
t th
eir
desi
gn
and
deta
iled
enou
gh fo
r th
e pu
rpos
ecr
iteria
Exp
lore
and
expe
rimen
t w
ith a
nd t
hen
sele
ct
Find
out
wha
t m
ater
ials
and
com
pone
nts
are
avai
labl
e M
ake
and
just
ify d
ecis
ions
reg
ardi
ng t
he c
hoic
e of
ap
prop
riate
mat
eria
ls a
nd p
roce
sses
and
use
tech
nica
l inf
orm
atio
n to
dec
ide
on t
heir
mat
eria
ls a
nd m
anuf
actu
ring
proc
esse
s an
d us
e th
em
suita
bilit
y fo
r th
e ta
skto
dra
w u
p a
man
ufac
turin
g sp
ecifi
catio
n
© Crown copyright 2004DfES 0971-2004 G
32 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Pla
nnin
gYe
arly
tea
chin
g o
bje
ctiv
es
Pup
ils s
houl
d be
tau
ght
the
prin
cipl
es o
f effe
ctiv
e tim
e an
d re
sour
ce p
lann
ing
and
man
agem
ent.
This
will
need
to
incl
ude
cons
ider
atio
n of
how
to
use
time
effe
ctiv
ely,
to s
eque
nce
even
ts,
to d
ecid
e on
res
ourc
es (i
nclu
ding
ICT)
, m
ater
ials
and
pro
cess
es,
to u
se k
now
ledg
e fro
m o
ther
sub
ject
s, w
here
app
ropr
iate
, an
d to
rec
onci
le t
heco
nstr
aint
s im
pose
d by
cos
ts a
nd t
he a
vaila
bilit
y of
res
ourc
es.
As
they
pro
gres
s th
roug
h th
e ke
y st
age,
pup
ils s
houl
d ta
ke in
crea
sing
res
pons
ibilit
y fo
r th
eir
own
lear
ning
, de
velo
ping
ski
lls t
hat
help
the
m t
o w
ork
and
plan
indi
vidu
ally
and
in t
eam
s of
var
ious
siz
es.
Year
7 p
upils
sho
uld
be
taug
ht t
o:
Year
8 p
upils
sho
uld
be
taug
ht t
o:
Year
9 p
upils
sho
uld
be
taug
ht t
o:
Pre
dict
and
man
age
the
time
need
ed t
o co
mpl
ete
a P
redi
ct t
ime
need
ed fo
r a
serie
s of
sub
task
s w
ithin
P
rodu
ce p
lans
tha
t al
loca
te t
he t
ime
need
ed t
o ca
rry
shor
t ta
sk (e
.g.
with
in a
less
on)
the
over
all t
ask
out
the
mai
n st
ages
of m
akin
g (e
.g.
acro
ss a
num
ber
of le
sson
s)
Log
time
as it
is u
sed
Ref
lect
and
eva
luat
e on
how
tim
e is
use
d w
ithin
an
activ
ity
Pre
pare
an
orde
red
sequ
ence
for
man
agin
g th
e ta
skD
ecid
e on
the
mai
n st
ages
of m
akin
g an
d th
e R
evie
w p
rogr
ess
agai
nst
plan
s at
impo
rtan
t or
der
in w
hich
the
y m
ust
be c
arrie
d ou
tst
ages
of t
he t
ask
Take
acc
ount
of t
he t
ype
and
qual
ity o
f mat
eria
ls a
nd
Gat
her
tech
nica
l inf
orm
atio
n ab
out
the
mat
eria
ls a
nd
Mat
ch a
nd s
elec
t su
itabl
e m
ater
ials
con
side
ring
com
pone
nts
that
are
ava
ilabl
eco
mpo
nent
s av
aila
ble
and
use
this
to
info
rm
thei
r fit
ness
for
purp
ose
deci
sion
s ab
out
suita
bilit
y fo
r pu
rpos
e
Iden
tify
alte
rnat
ive
met
hods
of p
roce
edin
g if
first
Lo
ok a
head
for
prob
lem
s an
d pl
an a
ltern
ativ
e P
riorit
ise
and
reco
ncile
dec
isio
ns a
bout
mat
eria
ls,
atte
mpt
s sh
ould
fail
way
s of
pro
gres
sing
and
tes
ting
idea
s an
d tim
e an
d pr
oduc
tion
solu
tions
Man
age
som
e sh
orte
r ta
sks
inde
pend
ently
(e.g
. C
arry
out
des
ign-
and-
mak
e as
sign
men
ts w
ith
Car
ry o
ut d
esig
n-an
d-m
ake
assi
gnm
ents
in
focu
sed
prac
tical
tas
ks a
nd p
rodu
ct a
naly
sis
activ
ities
)te
ache
r in
terv
entio
n an
d su
ppor
t w
here
nee
ded
nego
tiatio
n w
ith t
he t
each
er, a
nd p
repa
re a
nd fo
llow
ow
n de
sign
brie
fs
Sha
re d
ecis
ions
abo
ut t
he t
ask
with
tea
cher
s an
d/or
N
egot
iate
tas
ks w
ith t
he t
each
er a
nd/o
r ot
hers
Wor
k on
tas
ks fa
cilit
ated
by
the
teac
her
and/
or o
ther
sot
hers
Be
awar
e of
diff
eren
t ro
les
with
in a
gro
upA
dopt
giv
en r
oles
with
in a
gro
upC
hoos
e to
ado
pt a
n ap
prop
riate
rol
e w
ithin
a g
roup
(e
.g.
lead
er,
desi
gner
)
© Crown copyright 2004DfES 0971-2004 G
33 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Eva
luat
ing
Year
ly t
each
ing
ob
ject
ives
Eval
uatio
n w
ill ta
ke p
lace
con
tinua
lly t
hrou
ghou
t th
e pr
oces
s of
des
igni
ng a
nd m
akin
g. It
will
allo
w p
upils
to
mak
e ju
dgem
ents
or
deci
sion
s ab
out
aspe
cts
of a
des
ign
as it
dev
elop
s an
d to
ref
lect
on
the
stre
ngth
s an
d w
eakn
esse
s of
a p
rodu
ct o
nce
it ha
s be
en c
ompl
eted
. P
upils
nee
d to
be
taug
ht h
ow t
o an
alys
e an
d ex
plai
n th
eir
desi
gn d
ecis
ions
and
the
thi
nkin
g im
plic
it in
pro
duct
s, p
roce
sses
and
sys
tem
s m
ade
by t
hem
selv
es a
nd o
ther
s. A
naly
sing
and
eva
luat
ing
past
and
pre
sent
pro
duct
s,an
d th
eir
effe
cts
on s
ocie
ty,
will
assi
st in
the
dev
elop
men
t of
ski
lls a
ssoc
iate
d w
ith e
valu
atio
n. D
iscu
ssio
ns w
ith t
he u
sers
of t
hese
pro
duct
s w
ill al
so h
elp
this
pro
cess
,an
d he
lp p
upils
to
beco
me
disc
rimin
atin
g an
d in
form
ed u
sers
of p
rodu
cts.
Ove
r th
e ke
y st
age
pupi
ls s
houl
d de
velo
p an
initi
al u
nder
stan
ding
of t
he c
ompe
titiv
e na
ture
of t
he d
esig
n w
orld
. Th
ey s
houl
d al
so d
evel
op t
heir
capa
city
to
iden
tify
and
asse
ss t
he v
alue
s un
derly
ing
the
inte
ntio
ns,
desi
gn a
nd m
anuf
actu
re o
f any
suc
hte
chno
logy
and
the
con
sequ
ence
s to
the
mse
lves
and
oth
ers.
Year
7 p
upils
sho
uld
be
taug
ht t
o:
Year
8 p
upils
sho
uld
be
taug
ht t
o:
Year
9 p
upils
sho
uld
be
taug
ht t
o:
Eva
luat
e th
eir
desi
gn id
eas
and
prod
ucts
by
Dis
cuss
with
the
use
rs o
f the
ir pr
oduc
t th
e ex
tent
to
Rev
iew
ong
oing
pro
gres
s to
mee
t cr
iteria
, inv
ite
com
parin
g th
em a
gain
st t
he o
rigin
al d
esig
n cr
iteria
w
hich
it m
eets
the
orig
inal
des
ign
crite
ria a
nd r
efin
efe
edba
ck a
nd in
corp
orat
e it
into
wor
k an
d su
gges
t im
prov
emen
tscr
iteria
furt
her
Mak
e ju
dgem
ents
abo
ut t
he o
rigin
ality
and
val
ue o
f M
odify
and
tra
nsfo
rm id
eas,
cha
ngin
g di
rect
ion
if E
valu
ate
how
the
ir id
eas
and
solu
tions
wou
ld b
enef
itid
eas
and
solu
tions
to
furt
her
thei
r de
velo
pmen
tne
eded
, ask
que
stio
ns (e
.g.
Whe
re is
thi
s go
ing?
in
divi
dual
s an
d/or
the
com
mun
ityD
oes
it w
ork?
Wha
t do
I do
nex
t? W
hat
mak
es a
go
od...
?)
Just
ify d
ecis
ions
mad
e in
the
sel
ectio
n of
mat
eria
ls
Iden
tify
any
desi
gn w
eakn
esse
s in
the
cho
ice
of
and
met
hods
of m
akin
gm
ater
ials
and
man
ufac
turin
g pr
oces
ses
Und
erst
and
the
need
tha
t a
prod
uct
is in
tend
ed t
o S
ugge
st t
he c
riter
ia t
hat
mig
ht h
ave
been
use
d w
hen
Form
ulat
e cr
iteria
to
judg
e th
e qu
ality
of a
pro
duct
se
rve
and
judg
e ho
w w
ell i
t m
eets
tha
t ne
edde
sign
ing
and
mak
ing
a pr
oduc
tan
d th
e ex
tent
to
whi
ch it
mee
ts t
he n
eed,
pur
pose
an
d re
sour
ce li
mits
, and
its
impa
ct o
n so
ciet
y
Iden
tify
that
pro
duct
s ar
e m
ade
from
a v
arie
ty o
f Id
entif
y th
e di
ffere
nt m
ater
ials
and
com
pone
nts
and
Mak
e al
tern
ativ
e de
sign
pro
posa
ls r
egar
ding
the
di
ffere
nt m
ater
ials
sugg
est
why
the
y ha
ve b
een
used
choi
ce o
f mat
eria
ls
Des
crib
e ac
cura
tely
how
the
par
ts o
f a p
rodu
ct a
re
Nam
e an
d de
scrib
e th
e m
etho
ds a
nd p
roce
sses
E
xpla
in t
he c
hoic
es a
nd d
ecis
ions
mad
e in
des
igne
dpu
t to
geth
erus
ed t
o co
nstr
uct
the
prod
uct
and
man
ufac
ture
d pr
oduc
ts, p
roce
sses
and
sys
tem
san
d id
entif
y al
tern
ativ
e po
ssib
ilitie
s
Exa
min
e, d
escr
ibe
and
eval
uate
sim
ilar
prod
ucts
to
Dis
tingu
ish
betw
een
the
qual
ity o
f the
des
ign
and
the
App
reci
ate
the
conf
lictin
g de
man
ds u
pon
desi
gner
sga
in u
sefu
l tec
hnic
al in
form
atio
nqu
ality
of m
anuf
actu
rean
d m
aker
s an
d ac
know
ledg
e th
e ba
lanc
e be
twee
nhe
lp a
nd h
arm
Whe
n ev
alua
ting
the
idea
s an
d pr
oduc
ts o
f oth
ers
Whe
n ev
alua
ting
thei
r ow
n id
eas
and
prod
ucts
© Crown copyright 2004DfES 0971-2004 G
34 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Year
7
Exp
lori
ng id
eas
and
the
tas
kG
ener
atin
g id
eas
Dev
elo
pin
g a
nd m
od
ellin
g id
eas
Pla
nnin
gE
valu
atin
g
Exp
lore
nee
ds, w
ants
and
U
se s
trat
egie
s w
hich
gen
erat
e a
Use
a r
ange
of s
trat
egie
s to
exp
lore
P
redi
ct a
nd m
anag
e th
e tim
e W
hen
eva
luat
ing
th
eir
own
idea
sop
port
uniti
es in
the
con
text
of
varie
ty o
f des
ign
idea
s qu
ickl
y as
a
and
expe
rimen
t w
ith id
eas
befo
re
need
ed t
o co
mpl
ete
a sh
ort
task
an
d p
rod
uct
sde
sign
ing
for
them
selv
esdi
rect
res
pons
e to
the
des
ign
mak
ing
judg
emen
ts(e
.g.
with
in a
less
on)
crite
ria
Iden
tify
desi
gn p
ossi
bilit
ies
by
Use
a r
ange
of m
ater
ials
to
Wor
k ou
t, an
d re
flect
on,
the
Lo
g tim
e as
it is
use
dE
valu
ate
thei
r de
sign
idea
s an
d di
scus
sing
nee
ds a
nd o
ppor
tuni
ties
stim
ulat
e th
e im
agin
atio
n te
chni
cal d
etai
ls o
f the
ir id
eas
by
prod
ucts
by
com
parin
g th
em
pres
ente
d by
the
tas
k(e
.g.
pict
ures
, st
orie
s, p
oem
s,m
odel
ling
them
thr
ough
dra
win
g,
agai
nst
the
orig
inal
des
ign
crite
riam
usic
, vi
deos
, pr
oduc
ts)
disc
ussi
on, I
CT
and
in 3
-Dan
d su
gges
t im
prov
emen
ts
Dev
elop
des
ign
crite
ria t
o sa
tisfy
M
ake
conn
ectio
ns a
nd s
ee
App
rais
e id
eas
by c
ontin
ual
Pre
pare
an
orde
red
sequ
ence
for
Mak
e ju
dgem
ents
abo
ut t
he
the
desi
gn b
rief
rela
tions
hips
bet
wee
n th
e fo
rm a
nd
refe
renc
e to
the
des
ign
crite
riam
anag
ing
the
task
orig
inal
ity a
nd v
alue
of i
deas
and
func
tion
of e
xist
ing
prod
ucts
solu
tions
to
furt
her
thei
r an
d po
ssib
le d
esig
n pr
opos
als
deve
lopm
ent
Iden
tify
cons
trai
nts
impo
sed
by t
he
Use
a r
ange
of i
nfor
mat
ion
sour
ces,
Exp
lore
and
exp
erim
ent
with
and
Take
acc
ount
of t
he t
ype
and
Wh
en e
valu
atin
g t
he
idea
s an
dta
sk a
nd/o
r re
sour
ces
and
mai
nly
prov
ided
by
the
teac
her
then
sel
ect
appr
opria
te m
ater
ials
qu
ality
of m
ater
ials
and
p
rod
uct
s of
oth
ers
ackn
owle
dge
them
whe
n an
d pr
oces
ses
com
pone
nts
that
are
ava
ilabl
efo
rmul
atin
g cr
iteria
Find
and
sel
ect
info
rmat
ion
whi
ch
Use
a ra
nge
of s
trate
gies
to p
rodu
ce,
Iden
tify
alte
rnat
ive
met
hods
of
Und
erst
and
the
need
tha
t a
prod
uct
info
rms
and
clar
ifies
thi
nkin
g co
mm
unic
ate,
rec
ord
initi
al id
eas
proc
eedi
ng if
firs
t at
tem
pts
is in
tend
ed t
o se
rve
and
judg
e ho
wab
out
the
task
(e.g
. a
sket
chbo
ok t
o re
cord
2-D
sh
ould
fail
wel
l it
mee
ts t
hat
need
and
3-D
ske
tche
s, c
olla
ges,
not
es,
disc
ussi
ons)
to a
ssis
t se
lf-re
flect
ion
and
to d
escr
ibe
thei
r id
eas
and
thin
king
to
othe
rs
Use
exi
stin
g, fa
milia
r pr
oduc
ts
Dev
elop
the
cap
acity
to
build
M
anag
e so
me
shor
ter
task
s Id
entif
y th
at p
rodu
cts
are
mad
ean
d sy
stem
s to
info
rm t
heir
imag
es in
the
min
d’s
eye
inde
pend
ently
(e.g
. fo
cuse
d fro
m a
var
iety
of d
iffer
ent
mat
eria
ls
desi
gn t
hink
ing
prac
tical
tas
ks a
nd p
rodu
ct
anal
ysis
act
iviti
es)
Rec
ord
thei
r re
sear
ch u
sing
S
hare
dec
isio
ns a
bout
the
tas
k w
ith
Des
crib
e ac
cura
tely
how
the
note
s, s
ketc
hes,
dia
gram
s, e
tc.
teac
hers
and
/or
othe
rspa
rts
of a
pro
duct
are
put
tog
ethe
r
Be
awar
e of
diff
eren
t ro
les
with
in a
E
xam
ine,
des
crib
e an
d ev
alua
te
grou
p si
mila
r pr
oduc
ts t
o ga
in u
sefu
l te
chni
cal i
nfor
mat
ion
Obje
ctiv
es
for
desi
gn a
nd t
ech
nolo
gy
(arr
anged b
y ye
ar)
© Crown copyright 2004DfES 0971-2004 G
35 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Year
8
Exp
lori
ng id
eas
and
the
tas
k
Exp
lore
nee
ds, w
ants
and
oppo
rtun
ities
in t
he c
onte
xt o
fde
sign
ing
for
clie
nts
Exp
lore
and
pla
y w
ith c
onve
ntio
nal
and
unco
nven
tiona
l ide
as r
elat
ed t
oth
e ta
sk
Rec
ogni
se c
ritic
al fa
ctor
s th
at n
eed
to b
e in
clud
ed a
s de
sign
crit
eria
Iden
tify
conf
lictin
g cr
iteria
and
dete
rmin
e w
hich
sho
uld
take
prio
rity
Dis
cuss
, deb
ate,
que
stio
n an
dch
alle
nge
info
rmat
ion
and
the
natu
re o
f the
tas
k its
elf
Use
sol
utio
ns t
o pr
oble
ms
from
the
pres
ent,
and
othe
r tim
es a
ndcu
lture
s, t
o in
form
the
ir de
sign
thin
king
Dra
w c
oncl
usio
ns fr
om t
he
gath
ered
info
rmat
ion
and
com
men
t on
its
usef
ulne
ss
Gen
erat
ing
idea
s
Pro
duce
and
con
side
r co
nven
tiona
l,or
igin
al, u
nusu
al, u
niqu
e an
d/or
ecce
ntric
idea
s
Use
a r
ange
of d
esig
n st
rate
gies
whi
ch c
ombi
ne c
reat
ive
thin
king
and
the
appl
icat
ion
of k
now
ledg
e
Dev
elop
flex
ible
and
inde
pend
ent
thin
king
abo
ut e
xist
ing
prod
ucts
and
solu
tions
(by
enco
urag
ing
ques
tioni
ng,
open
ness
to id
eas
and
appr
oach
esw
hen
gene
ratin
g de
sign
pro
posa
ls)
Dra
w u
pon
a w
ide
rang
e of
info
rmat
ion
sour
ces
incl
udin
g th
ose
not
prov
ided
by
the
teac
her
Rec
ord
and
shar
e id
eas
with
oth
ers
and
gath
er a
nd u
se c
onst
ruct
ive
feed
back
to
deve
lop
a cl
ear
and
deta
iled
desi
gn p
ropo
sal
Dev
elop
the
cap
acity
for
man
ipul
atin
g im
ages
of p
rodu
cts
inth
e m
ind’
s ey
e, in
a c
onst
ruct
ive
oran
alyt
ical
way
Dev
elo
pin
g a
nd m
od
ellin
g id
eas
Try
fresh
or
alte
rnat
ive
appr
oach
esw
hen
deve
lopi
ng id
eas
and
over
com
ing
new
pro
blem
s an
dch
alle
nges
Dev
elop
diff
eren
t st
rate
gies
to
elab
orat
e, e
mbe
llish,
exp
and
and
deve
lop
desi
gn id
eas
See
k op
inio
ns o
f pot
entia
l use
rs o
fth
e pr
oduc
t an
d de
cide
whe
ther
the
irde
sign
crit
eria
are
acc
urat
e an
dde
taile
d en
ough
for
the
purp
ose
Find
out
wha
t m
ater
ials
and
com
pone
nts
are
avai
labl
e an
d us
ete
chni
cal i
nfor
mat
ion
to d
ecid
e on
thei
r su
itabi
lity
for
the
task
Pla
nnin
g
Pre
dict
tim
e ne
eded
for
a se
ries
ofsu
btas
ks w
ithin
the
ove
rall
task
Ref
lect
and
eva
luat
e ho
w t
ime
isus
ed w
ithin
an
activ
ity
Dec
ide
on t
he m
ain
stag
es o
fm
akin
g an
d th
e or
der
in w
hich
the
ym
ust
be c
arrie
d ou
t
Gat
her
tech
nica
l inf
orm
atio
n ab
out
the
mat
eria
ls a
nd c
ompo
nent
sav
aila
ble
and
use
this
to
info
rmde
cisi
ons
abou
t su
itabi
lity
for
purp
ose
Look
ahe
ad fo
r pr
oble
ms
and
plan
alte
rnat
ive
way
s of
pro
gres
sing
and
test
ing
idea
s an
d so
lutio
ns
Car
ry o
ut d
esig
n-an
d-m
ake
assi
gnm
ents
with
tea
cher
inte
rven
tion
and
supp
ort
whe
rene
eded
Neg
otia
te t
asks
with
the
tea
cher
and/
or o
ther
s
Ado
pt g
iven
rol
es w
ithin
a g
roup
Eva
luat
ing
Wh
en e
valu
atin
g t
hei
r ow
nid
eas
and
pro
du
cts
Dis
cuss
with
the
use
rs o
f the
irpr
oduc
t th
e ex
tent
to
whi
ch it
mee
ts t
he o
rigin
al d
esig
n cr
iteria
and
refin
e cr
iteria
furt
her
Mod
ify a
nd t
rans
form
idea
s,ch
angi
ng d
irect
ion
if ne
eded
, ask
ques
tions
(e.g
. W
here
is t
his
goin
g? D
oes
it w
ork?
Wha
t do
I do
next
? W
hat
mak
es a
goo
d ...
?)
Just
ify d
ecis
ions
mad
e in
the
sele
ctio
n of
mat
eria
ls a
nd m
etho
dsof
mak
ing
Wh
en e
valu
atin
g t
he
idea
s an
dp
rod
uct
s of
oth
ers
Sug
gest
the
crit
eria
tha
t m
ight
hav
ebe
en u
sed
whe
n de
sign
ing
and
mak
ing
a pr
oduc
t
Iden
tify
the
diffe
rent
mat
eria
ls a
ndco
mpo
nent
s an
d su
gges
t w
hy t
hey
have
bee
n us
ed
Nam
e an
d de
scrib
e th
e m
etho
dsan
d pr
oces
ses
used
to
cons
truc
tth
e pr
oduc
t
Dis
tingu
ish
betw
een
the
qual
ity o
fth
e de
sign
and
the
qua
lity
ofm
anuf
actu
re
© Crown copyright 2004DfES 0971-2004 G
36 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Year
9
Exp
lori
ng id
eas
and
the
tas
kG
ener
atin
g id
eas
Dev
elo
pin
g a
nd m
od
ellin
g id
eas
Pla
nnin
gE
valu
atin
g
Exp
lore
nee
ds, w
ants
and
P
rodu
ce c
reat
ive
solu
tions
whi
chC
ontin
ually
thi
nk v
isua
lly, s
patia
lly
Pro
duce
pla
ns t
hat
allo
cate
tim
e W
hen
eva
luat
ing
th
eir
own
op
port
uniti
es in
the
con
text
of
addr
ess
the
desi
gn c
riter
ia in
an
d an
alyt
ical
ly w
hen
deve
lopi
ng
need
ed t
o ca
rry
out
the
mai
n id
eas
and
pro
du
cts
desi
gnin
g fo
r m
arke
tsex
pect
ed a
nd/o
r un
expe
cted
way
san
d ev
alua
ting
idea
sst
ages
of m
akin
g (e
.g.
acro
ss a
nu
mbe
r of
less
ons)
Spe
cula
te a
bout
and
env
isag
e bo
th
Be
prep
ared
to
take
ris
ks w
hen
Try
alte
rnat
ive,
som
etim
es
Rev
iew
pro
gres
s ag
ains
t pl
ans
at
Rev
iew
ong
oing
pro
gres
s to
mee
tco
mm
on a
nd u
nusu
al p
ossi
bilit
ies
gene
ratin
g id
eas
thro
ugh
a ra
nge
unco
nven
tiona
l, ap
proa
ches
for
impo
rtan
t st
ages
of t
he t
ask
crite
ria, i
nvite
feed
back
and
pr
esen
ted
by t
he t
ask
of c
reat
ive
and
criti
cal t
hink
ing
over
com
ing
diffi
culti
es, m
odify
ing
inco
rpor
ate
it in
to w
ork
tech
niqu
espr
opos
als
and
com
mun
icat
ing
thes
e to
oth
ers
Dra
w u
p a
desi
gn s
peci
ficat
ion
for
Ana
lyse
how
exi
stin
g pr
oduc
ts a
re
Dra
w o
n m
athe
mat
ical
, sci
entif
ic
Mat
ch a
nd s
elec
t su
itabl
e m
ater
ials
E
valu
ate
how
the
ir id
eas
and
the
prod
uct
deta
iling
the
desi
gn
desi
gned
and
mad
e in
ord
er t
o an
d te
chni
cal k
now
ledg
e w
hen
cons
ider
ing
thei
r fit
ness
for
purp
ose
solu
tions
wou
ld b
enef
it in
divi
dual
s cr
iteria
whi
ch r
efle
ct a
use
r’s n
eeds
prov
ide
a ra
nge
of s
trat
egie
s an
d ap
prai
sing
idea
s ag
ains
t th
eir
and/
or t
he c
omm
unity
fact
ual i
nfor
mat
ion
to u
se w
hen
desi
gn c
riter
iade
sign
ing
thei
r ow
n pr
oduc
ts
Sel
ect
info
rmat
ion
sour
ces,
C
ombi
ne id
eas
from
a v
arie
ty o
f M
ake
and
just
ify d
ecis
ions
P
riorit
ise
and
reco
ncile
dec
isio
ns
Iden
tify
any
desi
gn w
eakn
esse
s in
gath
erin
g an
d so
rtin
g da
ta t
hat
will
sour
ces
rega
rdin
g th
e ch
oice
of m
ater
ials
ab
out
mat
eria
ls, t
ime
and
prod
uctio
nth
e ch
oice
of m
ater
ials
and
he
lp w
ith id
eas
for,
and
deci
sion
s an
d m
anuf
actu
ring
proc
esse
s an
d
man
ufac
turin
g pr
oces
ses
abou
t, th
e de
sign
use
them
to
draw
up
a
man
ufac
turin
g sp
ecifi
catio
n
Exp
lore
idea
s in
way
s th
at s
how
an
Rec
ord
and
shar
e id
eas,
C
arry
out
des
ign-
and-
mak
e W
hen
eva
luat
ing
th
e id
eas
and
unde
rsta
ndin
g of
the
ir im
pact
for
enco
urag
ing
feed
back
from
use
rs t
o as
sign
men
ts in
neg
otia
tion
with
the
pro
du
cts
of o
ther
sth
e fu
ture
refin
e th
eir
initi
al id
eas
and
deve
lop
teac
her,
and
be a
ble
to p
repa
re
a fu
ll de
sign
pro
posa
lan
d fo
llow
ow
n de
sign
brie
fs
Com
men
t on
how
effe
ctiv
ely
the
D
evel
op t
he c
apac
ity t
o cr
eate
and
W
ork
on t
asks
faci
litat
ed b
y th
e Fo
rmul
ate
crite
ria t
o ju
dge
the
info
rmat
ion
has
been
use
dde
velo
p pr
opos
als
in t
he m
ind’
s ey
ete
ache
r an
d/or
oth
ers
qual
ity o
f a p
rodu
ct a
nd t
he e
xten
t to
whi
ch it
mee
ts t
he n
eed,
pu
rpos
e an
d re
sour
ce li
mits
, and
its
impa
ct o
n so
ciet
y
Cho
ose
to a
dopt
an
appr
opria
te
Mak
e al
tern
ativ
e de
sign
pro
posa
ls
role
with
in a
gro
up (e
.g.
lead
er,
rega
rdin
g th
e ch
oice
of m
ater
ials
desi
gner
)
Exp
lain
the
cho
ices
and
dec
isio
ns
mad
e in
des
igne
d an
dm
anuf
actu
red
prod
ucts
, pro
cess
esan
d sy
stem
s an
d id
entif
y al
tern
ativ
e po
ssib
ilitie
s
App
reci
ate
the
conf
lictin
g de
man
dsup
on d
esig
ners
and
mak
ers
and
ackn
owle
dge
the
bala
nce
betw
een
help
and
har
m
Section 3Planning guidance: units and lessons
© Crown copyright 2004DfES 0971-2004 G
38 Design and technology: Framework and training materialsKey Stage 3 National Strategy
© Crown copyright 2004DfES 0971-2004 G
39 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Section 3 Planning guidance: units and lessons
The Framework sets out a long-term plan which covers the key stage and each yearwithin it. The plans described below are illustrations of how medium-term plans (units) andshort-term plans might be built around Framework objectives. The sample unit plan is setout in a format similar to that used in the DfES/QCA scheme of work. Other formats mightbe used by teachers wishing to strengthen current schemes of work, or published coursematerials, by overlaying them with the Framework objectives.
The review processReviewing the set of projects or unitsCommonly, at Key Stage 3, design and technology consists of a planned series ofprojects. The Framework does not define a particular set of projects to be undertaken. TheFramework objectives can be achieved through a wide range of different projects that canbe chosen by the teachers in the design and technology department to suit the particularstaffing, pupils, interests and resources at the school. However, the current reappraisal ofdesign and technology in schools presents a timely opportunity for departmental staff tocheck the range and nature of the projects they choose across Key Stage 3. The reviewsheet overleaf provides a checklist which defines key criteria for reviewing existing projects.It also includes an element of checking whether there are projects addressing:
■ tomorrow’s technologies;
■ working as a team;
■ social and environmental issues;
■ past technologies;
■ producing socially and culturally defensible products;
and so on. The sheet should also be used to check that there is a mix of projects such asshort, long, focused, open, designing but not making, starting with evaluation or atdifferent points in the process. Most importantly, the review should consider how far theprojects motivate and enthuse pupils and make them want to do more.
The examples on pages 39 and 40 are from a design and technology department thattook part in the pilot. Staff used their review process to develop the department’s short-,medium- and long-term planning.
© Crown copyright 2004DfES 0971-2004 G
40 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Units
Do the units of work in your scheme give pupils the opportunity to address:
tomorrow’s technology
intervening to improve the quality of life
working as a team member
aesthetics
technical issues
social issues
environmental issues
industrial practices
present D&T – its uses and effects
past D&T – its uses and effects?
Does your scheme include units which:
aid transition from Y6 to Y7
aid transition from Y9 to Y10
are short
are long
are focused (focused practical tasks)
are open (design-and-make assignments)
involve designing but not making
involve making but not designing
involve product analysis
start at various points in the design process
are set in a variety of contexts
take account of gender issues in relation
to design and technology tasks?
Do your units involve pupils in designing and making:
‘desirable’ products
‘culturally, environmentally and socially
defensible’ products?
Key Stage 3 design and technology scheme of work Unit of work review sheet
© Crown copyright 2004DfES 0971-2004 G
41 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Example Unit of work review sheet
Units
Do the units of work in your scheme give pupils the opportunity to address:
tomorrow’s technology ✓
intervening to improve the quality of life ✓ ✓
working as a team member ✓ ✓ ✓ ✓ ✓ ✓
aesthetics ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
technical issues ✓ ✓ ✓ ✓ ✓ ✓ ✓
social issues ✓ ✓ ✓ ✓
environmental issues ✓
industrial practices ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
present D&T – its uses and effects ✓ ✓ ✓ ✓ ✓
past D&T – its uses and effects? ✓ ✓ ✓ ✓ ✓
Does your scheme include units which:
aid transition from Y6 to Y7
aid transition from Y9 to Y10 ✓ ✓ ✓
are short ✓ ✓
are long ✓ ✓ ✓ ✓ ✓ ✓ ✓
are focused (focused practical tasks) ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
are open (design-and-make assignments) ✓ ✓ ✓ ✓
involve designing but not making
involve making but not designing ✓ ✓ ✓ ✓
involve product analysis ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
start at various points in the design process
are set in a variety of contexts ✓ ✓ ✓ ✓ ✓
take account of gender issues in relation ✓ ✓ ✓ ✓
to design and technology tasks?
Do your units involve pupils in designing and making:
‘desirable’ products ✓ ✓ ✓ ✓ ✓ ✓ ✓
‘culturally, environmentally and socially ✓
defensible’ products?
Fuse
tes
ter
Hat
s
7H
old
it
Trop
hy
Scon
es
Robo
ts
Shak
y ha
nd
8Cu
shio
n
Play
Snac
ks
Cele
brat
e
9Be
tter
wea
r
Ala
nus
Pack
age
Cherry Wood SchoolDesign and technology
© Crown copyright 2004DfES 0971-2004 G
42 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Change the first few lessons for Year 7.
Add a Year 7 induction programme to scheme of work.
Review the DfES/QCA scheme of work unit on Year 6/7 Transition and use ideas fromthat.
Choose a new, short design-and-make assignment across focus areas (next academicyear), for example, puppets or novelties.
Review project list and consider changing the context/products so that they are as upto date as possible/deal with current issues, materials and processes.
Continue to introduce CAD/CAM effectively into projects, for example, Pro-desktop, Speedstep software.
Review the activities in Module 4 and those projects provided on the Sustainable DesignAward website to find ideas for additional contexts and activities. For example, changethe ‘Shaky hand game’ project to a game that is developed for a particular disability.Change the Year 9 ‘Cake’ project to develop products for special diets.
All projects include this task – too much repetition! Make a list of all the productanalysis tasks carried out across all projects, remove repetition but plan morechallenging tasks to be added, think about ways to reinforce skills across projects.
Introduce one shorter project in each focus area that involves designing but not making.For example, modelling, prototyping and presenting ideas.
Investigate using Young Foresight activities.
Review the project list overall and consider which project briefs we could update orchange to set in a different context. For example, the Year 8 textiles ‘Cushion’ projectbrief could be changed to ‘Design and print a piece of fabric to make into a product thatan environmental group could sell to its members’.
Research shows that reflective tasks favour girls, active tasks favour boys; ‘people’contexts favour girls, ‘industry’ contexts favour boys (The assessment of performance indesign and technology, SEAC 1991).
When free to choose a project, boys tend to work to improve a device (a technicalproblem) whereas girls perceive a problem in terms of human need that could be met byuse of a device (a social context).
Check that boys and girls have equal access to the same curriculum.
Avoid stereotyping by including a range of DMAs which use the full range of materialsand classroom organisation, for example, setting, grouping, individual work.
Check that we have a balance of activities that:• are sufficiently open to allow a variety of interpretations and possible outcomes;• require reflective, active and evaluative tasks;• promote autonomy;• use a wide variety of contexts, such as society and industry;• explore values and issues related to the context;• use a wide range of teaching strategies to take account of different learning styles;• use a variety of techniques to encourage teamwork and discussion;• use materials that are free from stereotyping.
Aid transition from Year 6 to Year 7
Tomorrow’s technology
Intervening to improve thequality of life
Involve product analysis
Involve designing but notmaking
Culturally, environmentallyand socially defensibleproducts
Take account of genderissues
Action points in order of priority
© Crown copyright 2004DfES 0971-2004 G
43 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Planning the projects as a teamIt is important that teachers who provide different experiences in a range of materials within design andtechnology plan cooperatively. The team can then identify where Framework teaching objectives will belaunched and reinforced in each area. For example, in Year 8 there may be no need to launch theobjective teaching pupils to draw upon a wide range of sources including those not provided by theteacher separately in the areas of food, textiles, resistant materials and control. Teachers can avoidrepetition by planning carefully where each teaching objective needs to be launched and where it will bereinforced. It is important in helping to raise attainment that learning is transferred from one project to thenext. The knowledge and skills that can be applied when working within a new material and contextshould be made explicit for the pupils. Pupils will not necessarily make these connections for themselves.
Sample key stage plansBelow are three examples of how the units from the DfES/QCA scheme of work can be organised into akey stage plan to achieve the Framework teaching objectives. These are only suggested models. It is upto schools to decide whether they wish to use similar models, or to customise individual units, orcombinations of units, to suit their own circumstances.
Example A: All QCA unitsThis is an example from a school that chooses to use only QCA units in Key Stage 3.
Year Autumn Christmas Easter Summergroup
7 6/7 7A 7B 7C 7D 7ETransition Understanding Designing Using ICT to Using control Activity week
materials and making support to control a (optional)for yourself researching display
and designing
8 8A 8C 8B 8E 8D 8FExploring Using ICT to Designing for Producing Using control The world of materials support clients batches for security professional
making designers(optional)
9 9A 9C 9D 9B 9E 9FSelecting Using ICT to Using control Designing for Ensuring Moving on to materials link with the for electronic markets quality KS4
world outside monitoring productionschool
KS3 assessment
12
12
12
© Crown copyright 2004DfES 0971-2004 G
44 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Example B: Combined units with ICT integrated throughoutThis is an example from a school that has used most of the QCA units but has combined two units toform one longer one to provide increased time for a design-and-make assignment (DMA), and integratedthe ICT within the focused practical tasks (FPTs) and product evaluation activities across the units, andtherefore left sufficient time for the school’s own units.
Example C: Reduced proportion of QCA units with school’s own extension unitsThis is an example from a school that has used some QCA units and combined these with the school’sown units.
Year Autumn Christmas Easter Summergroup
7 6/7 7B 7A 7D School’s own School’s own Transition Designing and Understanding Using control unit unit
making for materials to control andyourself display
8 8E 8A 8D School’s own School’s own School’s ownProducing Exploring Using control unit unit unit batches materials for security
9 9C 9A 9B 9E School’s own School’s own Using ICT to Selecting Designing for Ensuring unit unitlink with the materials markets quality world outside productionschool
12
12
12
Year Autumn Christmas Easter Summergroup
7 6/7 7B 7A 7DTransition Designing and Understanding materials Control and
making for yourself structures
ICT throughout all units – FPTs/product evaluation
8 8B 8E 8D 8A School’s own Designing for Producing batches Using control Exploring unitclients for security materials
ICT throughout all units – FPTs/product evaluation
9 9A 9D 9B and 9E School’s own unitsExploring Using control Designing for markets andmaterials for electronic Ensuring quality production
monitoring
ICT throughout all units – FPTs/product evaluation
12
12
12
© Crown copyright 2004DfES 0971-2004 G
45 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Examples of how projects might be organised in practice
School A
Year 7
Pennants My life so far, the sewing machine, introduction to using CAM QCA Unit 6/7, Transition
Basic working Teacher-led focused practical task, introductory activitygels QCA Unit 6/7, Transition, QCA Unit 8A, Exploring materials
Mirror frame CAD/CAMQCA Unit 7B, Designing and making for yourself
Travel toy/ Systems and control, vacuum formingmotor boat QCA Unit 7D, Using control to control a display
Year 8
Puppets Designing for someone elseQCA Unit 6/7, Transition, QCA Unit 8B, Designing for clients
Pizza Designing to a specification, nutrition, CADQCA Unit 8B, Designing for clients
Mechanical toy Systems and controlQCA Unit 7D, Using control to control a display
Steady hand Electronicsgame QCA Unit 8D, Using control for security
Year 9
Hats Mass production, designers, markets, smart materials, electronics into hatsQCA Unit 9E, Ensuring quality production, QCA Unit 9B, Designing for markets
Biscuits Mass production, quality assurance, healthQCA Unit 9E, Ensuring quality production, QCA Unit 9B, Designing for markets
Celtic jewellery CastingQCA Unit 8F, The world of professional designers, QCA Unit 8C, Using ICT to support making
Clock CAD/CAMQCA Unit 9A, Selecting materials
© Crown copyright 2004DfES 0971-2004 G
46 Design and technology: Framework and training materialsKey Stage 3 National Strategy
School B
Design and technology Key Stage 3 Product design
Autumn Spring Summer
Design and technology Key Stage 3 Food and textiles
YEAR
7
YEAR
8
YEAR
9
PD 1
PD 4
PD 7
PD 2
PD 5
PD 8
PD 3
PD 6
PD 9
YEAR
7
YEAR
8
YEAR
9
Unit
FT 1
Unit
FT 5
Unit
FT 9
Unit
FT 2
Unit
FT 6
Unit
FT 10
Unit
FT 3
Unit
FT 7
Unit
FT 11
Unit
FT 4
Unit
FT 8
Unit
FT 12
torch
Ergonomic
Ergonomic
Torch
latest design
Torch
packaging
Electronic
alarms
Computers
Graphics
&
Structures
Bugs
Reflections
Acrylic holder
Saf
ety
at w
ork
1acdefgh
5abceg
2acdeg
1abc
1fgh
1a
3abc
1g
3a
2de
6a
4cd
2bcd
4d
4bc
2bcd
4d
1de
2ab
4ab
1acdefgh
5abdf
1abcdegh
1acdgh
8ab
2abc
4ab
6abe
Novelty sandwich (6 wks) Bread product (6 wks) Food on the move (6 wks) Kitroll (14 wks)
Healthy eating (6 wks) Cereal bar (8 wks) That special occasion (4 wks) Leisure wear (14 wks)
Foods around the world (8 wks) In an instant (4 wks) Super soups (6 wks) Sports bags (14 wks)
© Crown copyright 2004DfES 0971-2004 G
47 Design and technology: Framework and training materialsKey Stage 3 National Strategy
The unit planThe example provided on the following pages represents a plan for a sample teaching unit,one of typically three or four to be taught during the year. This particular sample unit wouldbe taught about two-thirds of the way through Year 7.
Framework objectives have been written in the left-hand column (see page 47).Some objectives are launched and taught in this unit. Others are reinforced.Objectives to be launched and taught receive a strong initial emphasis.
Framework objectives to be reinforced will have already been launched in an earlier unit.
Year 7 teaching objectives to be launched
Generating ideas
For all pupils:
■ Use a range of materials to stimulate the imagination.
■ Use a range of information sources, mainly provided by the teacher.
In addition for some pupils:
■ Record and share ideas with others and gather and use constructive feedbackto develop a clear and detailed design proposal.
Developing and modelling ideas
For all pupils:
■ Use a range of strategies to explore and experiment with ideas before makingjudgements.
In addition for some pupils:
■ Develop different strategies to elaborate, embellish, expand and developdesign ideas.
■ Seek opinions of potential users of the product and decide whether their owndesign criteria are accurate and detailed enough for the purpose.
Planning
For all pupils:
■ Predict and manage the time needed to complete a short task (e.g. within a lesson).
Year 7 teaching objectives to be reinforced in a new context
Generating ideas
For all pupils:
■ Use a range of strategies to produce, communicate, record initial ideas (e.g. asketchbook to record 2-D and 3-D sketches, collages, notes, discussions) toassist self-reflection and to describe their ideas and thinking to others.
Launched during last project on designing a chocolate novelty.
Planning
For all pupils:
■ Be aware of different roles within a group.
© Crown copyright 2004DfES 0971-2004 G
48 Design and technology: Framework and training materialsKey Stage 3 National Strategy
The other sections of the unit plan set out information about, for example, expectations,differentiation through extension activities, how this unit fits in with prior and later learning,and a layout of how the unit might be taught through product evaluation activities, focusedpractical tasks and a design-and-make assignment over a total of 12 to 20 hours.
This overview should be sufficient to enable teachers to develop lesson plans from it.Some teachers might also use these to develop and communicate project objectives andexpectations at pupil level, perhaps providing all the relevant information on project bookletfront covers.
The project front cover (page 53) communicates the different targets to pupils according totheir ability. These are not labelled as National Curriculum levels because it would bemisleading to let pupils think that if they achieve a single level 4 target in one project, theyare at NC level 4. Instead, the descriptors ‘Introductory’, ‘Basic’, ‘Intermediate’ and‘Advanced’ are used. These match the expectations of the level descriptions at levels 3, 4,5 and 6 respectively. Thus pupils in Year 7 would be operating at Basic to Intermediatetargets (levels 4 to 5), with a few pupils operating at Advanced targets (level 6), and someat Introductory targets (level 3). A project front sheet is a useful tool for telling pupils aboutthe focus of the project and what they will be learning. It gives them specific targetstowards which to work and helps them to understand how to make progress.
Sample unit plans(Downloaded from www.standards.dfes.gov.uk/schemes 2/secondary_dt/dat08biii/ and adapted by theschool for use in Year 7)
© Crown copyright 2004DfES 0971-2004 G
49 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Key
sta
ge
3 sc
hem
es o
f w
ork
■es
sent
ial a
ctiv
ities
Aop
tiona
l act
iviti
es
Un
it 8
B(i
ii)
Desi
gn
ing
fo
r cl
ien
tsFo
cus:
tex
tile
s
Ab
ou
t th
e u
nit
The
mai
n ai
m o
f thi
s uni
t is t
o de
velo
p pu
pils
’ des
igni
ng sk
ills a
nd to
teac
h th
em a
bout
des
igni
ng fo
r clie
nts.
In th
is u
nit,
pup
ils ta
ckle
a d
esig
n an
d m
ake
assi
gnm
ent (
DM
A) o
n th
e th
eme
‘Wal
lets
’. T
hey
desi
gn a
nd m
ake
a w
alle
t for
a p
arti
cula
r pur
pose
, dev
elop
ing
a st
anda
rd p
roto
type
that
can
be
vari
ed o
r per
sona
lised
for
part
icul
ar c
lient
s, e
g by
dec
orat
ion,
or u
sing
dif
fere
nt fa
bric
s or f
aste
ners
.
Pupi
ls g
ain
the
know
ledg
e, sk
ills a
nd u
nder
stan
ding
they
nee
d to
car
ry o
ut th
e D
MA
succ
essf
ully
thro
ugh
prod
uct e
valu
atio
n ac
tivi
ties
and
focu
sed
prac
tica
l tas
ks. T
hey:
■le
arn
abou
t bat
ch p
rodu
ctio
n, in
clud
ing
how
to d
evel
op a
bas
ic d
esig
n th
at c
an b
e va
ried
or p
erso
nalis
ed fo
r pa
rtic
ular
clie
nts
■us
e m
anuf
actu
ring
aid
s, e
g to
ols a
nd te
mpl
ates
/pat
tern
s, to
hel
p w
ith
volu
me
prod
ucti
on■
lear
n th
at m
akin
g id
enti
cal p
arts
in a
bat
ch c
an b
e co
st e
ffec
tive
and
ensu
res a
ccur
acy
The
re a
re a
lso
oppo
rtun
itie
s for
pup
ils to
:A
use
ICT
to h
elp
desi
gn a
nd m
ake
sing
le it
ems a
nd sm
all b
atch
es, w
hen
appr
opri
ate,
and
use
spre
adsh
eets
to
help
them
wit
h co
stin
g an
d sc
alin
g up
Aju
stif
y th
eir d
ecis
ions
abo
ut m
ater
ials
and
met
hods
of m
akin
gA
lear
n ab
out t
he c
once
pts o
f mar
keti
ng, p
rofi
t and
loss
Afi
nd o
ut a
bout
som
e of
the
tens
ions
bet
wee
n pr
oduc
tion
for p
rofi
t and
con
cern
s abo
ut h
uman
dev
elop
men
t an
d w
elfa
reA
find
out
abo
ut th
e co
nflic
ting
dem
ands
face
d by
des
igne
rs a
nd m
aker
s
Wh
ere
the
un
it fi
ts in
Thi
s is o
ne o
f thr
ee te
xtile
s uni
ts th
at fo
cus o
n de
sign
ing:
one
in y
ear 7
on
desi
gnin
g fo
r you
rsel
f; th
is o
ne in
ye
ar 8
on
desi
gnin
g fo
r clie
nts;
and
one
in y
ear 9
on
desi
gnin
g fo
r mar
kets
. The
se u
nits
ens
ure
prog
ress
ion
in
unde
rsta
ndin
g ab
out d
esig
ning
.
Thi
s is p
art o
f a se
ries
of t
hree
uni
ts in
yea
r 8 o
n de
sign
ing
for c
lient
s; th
ere
are
equi
vale
nt u
nits
, wit
h si
mila
r le
arni
ng o
utco
mes
, on
food
and
resi
stan
t mat
eria
ls. T
oget
her t
hese
uni
ts a
re e
xpec
ted
to ta
ke 1
2–20
hou
rs. I
t is
impo
rtan
t tha
t the
dep
artm
ent p
lans
as a
team
so th
at p
upils
are
abl
e to
dra
w o
n kn
owle
dge,
skill
s and
un
ders
tand
ing
from
acr
oss t
he u
nits
to re
info
rce
thei
r lea
rnin
g an
d av
oid
unne
cess
ary
repe
titi
on.
Thi
s uni
t cou
ld b
e lin
ked
to u
nits
on
usin
g IC
T (u
nits
7C
, 8C
).
If y
ou c
hoos
e no
t to
teac
h th
is u
nit,
then
pla
n to
incl
ude
the
esse
ntia
l act
ivit
ies i
dent
ifie
d by
the
sym
bol ■
as p
art
of a
noth
er u
nit.
If th
is u
nit i
s use
d la
ter i
n ye
ar 8
, the
n pu
pils
shou
ld b
e ab
le to
com
plet
e m
ore
of th
e op
tion
al a
ctiv
itie
s.
Exp
ecta
tio
ns
At
the e
nd
of
this
un
it
mo
st p
up
ils w
ill:c
arry
out
thei
r ow
n re
sear
ch u
sing
sour
ces n
ot p
rovi
ded
by th
e te
ache
r, a
nd u
se th
eir f
indi
ngs a
bout
exi
stin
g pr
oduc
ts w
hen
deve
lopi
ng th
eir o
wn
idea
s; m
ake
effe
ctiv
e us
e of
a ra
nge
of st
rate
gies
to
gen
erat
e de
sign
idea
s, in
clud
ing
usin
g pr
elim
inar
y m
odel
s to
expl
ore
and
test
thei
r thi
nkin
g, a
nd u
sing
form
al d
raw
ing
met
hods
to
com
mun
icat
e th
eir i
nten
tion
s; u
se a
rang
e of
tech
niqu
es sk
ilful
ly
duri
ng tr
ialli
ng a
nd p
rodu
ctio
n; w
ork
from
det
aile
d pl
ans t
hat t
hey
have
pro
duce
d, a
nd m
odif
y th
ese
whe
n ap
prop
riat
e; d
evis
e te
sts t
o ev
alua
te th
e ef
fect
iven
ess o
f the
ir p
rodu
ct in
use
; eva
luat
e ho
w th
ey
have
ach
ieve
d th
eir o
rigi
nal d
esig
n pr
opos
als a
nd m
ake
reco
mm
enda
tion
s for
furt
her d
evel
opm
ent o
f the
pro
duct
som
e p
up
ils w
ill n
ot
hav
e m
ade
so m
uch
pro
gre
ss a
nd
will
:car
ry o
ut
rese
arch
on
prod
ucts
that
are
pro
duce
d co
mm
erci
ally
and
use
thei
r fi
ndin
gs w
hen
deve
lopi
ng th
eir o
wn
idea
s; sh
ow so
me
cons
ider
atio
n of
the
need
s or r
equi
rem
ents
of u
sers
; cla
rify
thei
r ide
as th
roug
h di
scus
sion
and
mod
ellin
g, a
nd g
ive
reas
ons f
or c
hoos
ing
betw
een
idea
s; p
rodu
ce st
ep-b
y-st
ep p
lans
and
com
mun
icat
e al
tern
ativ
e id
eas;
w
ork
safe
ly a
nd w
ith
som
e ac
cura
cy w
ith
a ra
nge
of re
sour
ces,
av
oidi
ng ri
sks,
not
ing
any
haza
rds t
o th
emse
lves
and
oth
ers,
and
id
enti
fyin
g w
ays o
f con
trol
ling
risk
s; c
ompa
re th
eir p
rodu
ct w
ith
the
desi
gn sp
ecif
icat
ion
and
iden
tify
succ
essf
ul a
nd w
eak
area
s in
thei
r w
ork
som
e p
up
ils w
ill h
ave
pro
gre
ssed
fu
rth
er a
nd
will
:res
earc
h us
ers’
vie
ws a
nd
the f
orm
and
func
tion
of ex
istin
g pr
oduc
ts, a
nd u
se th
eir f
indi
ngs a
bout
ex
istin
g pr
oduc
ts w
hen
deve
lopi
ng th
eir o
wn
idea
s; d
evel
op id
eas t
hat
take
into
acc
ount
the p
refe
renc
es a
nd n
eeds
of u
sers
; sho
w a
goo
d un
ders
tand
ing
of a
rang
e of m
akin
g te
chni
ques
, exi
stin
g pr
oduc
ts, h
ow
thei
r pro
duct
coul
d be
pro
duce
d to
the r
equi
red
quan
tity
and
qual
ity, a
nd
user
s’ sa
fety
nee
ds, w
hen
gene
ratin
g id
eas;
dev
elop
det
aile
d cr
iteri
a fo
r th
eir d
esig
ns a
nd u
se th
ese t
o fo
rmul
ate d
esig
n pr
opos
als;
pro
duce
re
alis
tic a
nd a
ppro
pria
te id
eas t
o m
eet t
heir
spec
ifica
tions
, not
ing
sens
ible
re
ason
s for
choo
sing
bet
wee
n id
eas;
use
a v
arie
ty o
f med
ia to
co
mm
unic
ate i
n so
me d
etai
l the
pla
nned
mak
ing
proc
esse
s for
the
prod
uct;
choo
se a
nd u
se su
itabl
e cri
teri
a (in
clud
ing
user
opi
nion
and
pr
actic
al te
stin
g) to
eval
uate
the p
erfo
rman
ce o
f the
ir d
esig
n id
eas a
nd
thei
r pro
duct
in d
evel
opm
ent,
and
impl
emen
t sug
gest
ed im
prov
emen
ts
Y7 O
bje
cti
ves
to b
e l
aunched
Gen
erat
ing
idea
s
•U
se a
ran
ge o
f mat
eria
ls t
o st
imul
ate
the
imag
inat
ion.
•U
se a
ran
ge o
f inf
orm
atio
n so
urce
s, m
ainl
y pr
ovid
ed b
y th
e te
ache
r.
Dev
elo
pin
g a
nd m
od
ellin
g id
eas
•U
se o
f a r
ange
of s
trat
egie
s to
exp
lore
and
exp
erim
ent
with
idea
s be
fore
mak
ing
judg
men
ts.
Pla
nnin
g
•P
redi
ct a
nd m
anag
e th
e tim
e ne
eded
to
com
plet
e a
shor
t ta
sk (e
.g.
with
in a
less
on).
© Crown copyright 2004DfES 0971-2004 G
50 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Key
sta
ge
3 sc
hem
es o
f w
ork
D&
T u
nit
8B
(iii)
Wri
ting
– th
roug
h th
e ac
tivi
ties
pup
ils c
ould
:•
show
rela
tion
ship
s bet
wee
n id
eas b
y lin
ks w
hich
show
pur
pose
, eg
in
orde
r to,
so th
at, a
nd re
serv
atio
n, e
g al
thou
gh, u
nles
s, if
•us
e pu
nctu
atio
n co
rrec
tly,
eg
full
stop
s, c
omm
as, d
ashe
s, b
rack
ets,
bu
llet p
oint
s, c
olon
s, to
ext
end
and
clar
ify
sent
ence
s
Res
ou
rces
Res
ourc
es in
clud
e:•
exam
ples
or p
hoto
grap
hs/p
ictu
res o
f wal
lets
wit
h di
ffer
ent d
esig
n fe
atur
es, e
g us
ed fo
r a n
umbe
r of d
iffe
rent
pur
pose
s and
aim
ed a
t di
ffer
ent u
sers
, for
pro
duct
eva
luat
ion
acti
viti
es•
usef
ul w
ebsi
tes,
eg
–w
ww
.des
ign-
coun
cil.o
rg.u
k–
ww
w.h
owst
uffw
orks
.com
Futu
re le
arn
ing
Pupi
ls c
ould
go
on to
furt
her u
nits
on
desi
gnin
g, in
par
ticu
lar u
nit 9
B(iii
) ‘D
esig
ning
for m
arke
ts (t
exti
les)
’.
Ou
t-o
f-sc
ho
ol a
ctiv
itie
s an
d h
om
ewo
rkPu
pils
cou
ld:
•id
enti
fy a
pro
duct
that
is e
ithe
r mad
e lo
cally
or i
s fam
ous,
and
imag
ine
that
they
hav
e be
en a
sked
to d
evel
op a
new
ver
sion
. The
y co
uld
reco
rd
the
key
char
acte
rist
ics t
hat t
hey
shou
ld k
eep
in th
e ne
w p
rodu
ct a
nd
then
reco
rd so
me
idea
s for
a n
ew v
ersi
on•
colle
ct e
xam
ples
or p
ictu
res/
phot
ogra
phs o
f lim
ited
edi
tion
var
ieti
es
and
new
and
impr
oved
var
ieti
es th
at h
ave
been
cre
ated
to p
reve
nt a
dr
op in
sale
s of a
fam
iliar
pro
duct
•st
op a
nd th
ink
whe
n ne
xt u
sing
a to
ol o
r a p
iece
of e
quip
men
t,
clea
ning
thei
r tee
th o
r car
ryin
g ou
t any
oth
er e
very
day
acti
vity
, and
re
cord
–W
hat a
re th
ey d
oing
?–
Wha
t too
ls a
nd e
quip
men
t are
they
usi
ng?
–H
ow a
re th
ey u
sing
the
tool
s and
equ
ipm
ent?
–C
ould
the
tool
s and
equ
ipm
ent b
e m
ade
to d
o th
is jo
b be
tter
?–
How
cou
ld th
e to
ols a
nd e
quip
men
t be
impr
oved
?–
Wou
ld th
ese
impr
ovem
ents
ben
efit
onl
y th
em o
r oth
er p
eopl
e as
w
ell?
•di
scus
s wit
h ol
der m
embe
rs o
f the
ir fa
mily
how
a p
rodu
ct h
as c
hang
ed
sinc
e th
ey w
ere
youn
g, e
g sk
irts
, tro
user
s and
any
oth
er it
ems o
f cl
othi
ng, s
hoes
, int
erio
r fur
nish
ings
Lin
ks w
ith
oth
er
sub
ject
s•
Mat
hem
atic
s: fi
ndin
g an
d ev
alua
ting
dat
a.•
PSH
E: lo
okin
g at
real
-lif
e si
tuat
ions
, per
sona
l pre
fere
nces
an
d pr
iori
ties
.
Prio
r le
arn
ing
It is
hel
pful
if p
upils
hav
e:•
lear
nt th
at a
pat
tern
/tem
plat
e ca
n be
use
d m
any
tim
es a
nd th
at th
is
ensu
res c
onsi
sten
cy in
size
•le
arnt
that
idea
s for
pro
duct
s can
be
deve
lope
d by
mod
ellin
g w
ith
pape
r or s
crap
mat
eria
l•
wor
ked
inde
pend
entl
y an
d sy
stem
atic
ally
usi
ng a
step
-by-
step
pla
n,
eg a
flow
cha
rt, t
o se
quen
ce th
eir w
ork
•us
ed a
ppro
pria
tely
a v
arie
ty o
f tem
pora
ry a
nd p
erm
anen
t joi
ning
te
chni
ques
, usi
ng te
xtile
s•
used
a ra
nge o
f man
ufac
turi
ng te
chni
ques
, eg
usin
g pa
tter
ns, i
nter
faci
ng•
used
spec
ifie
d ha
nd-t
ools
and
sew
ing
mac
hine
s to
cut a
nd jo
in
mat
eria
ls sa
fely
•le
arnt
the
adva
ntag
es a
nd d
isad
vant
ages
of u
sing
ICT
to d
evel
op a
nd
mod
el d
esig
ns•
used
ICT
whe
n ge
nera
ting
, dev
elop
ing,
mod
ellin
g an
d co
mm
unic
atin
g de
sign
idea
s•
used
2-D
dra
w/p
aint
soft
war
e to
pro
duce
acc
urat
e dr
awin
gs a
nd h
igh-
qual
ity
imag
es•
reco
gnis
ed th
at a
ll so
ftw
are
prog
ram
s hav
e pr
eset
pat
tern
s and
lim
itat
ions
•ac
cess
ed e
xist
ing
com
pute
r dat
abas
es to
look
for i
nfor
mat
ion
on
mat
eria
ls a
nd p
roce
sses
, eg
to re
sear
ch e
ffec
tive
ly•
used
spre
adsh
eets
for m
odel
ling,
eg
cost
ing
mat
eria
ls o
r com
pone
nts
•le
arnt
how
ICT
can
be
used
to p
lan
mak
ing,
info
rm th
e m
akin
g pr
oces
s, o
r mak
e pr
oduc
ts u
sing
CA
M (c
ompu
ter-
aide
d m
anuf
actu
re)
Pupi
ls sh
ould
hav
e ga
ined
the
abov
e kn
owle
dge,
skill
s and
un
ders
tand
ing
in y
ears
6, 7
and
8, t
hrou
gh u
nit 6
B ‘S
lippe
rs’ a
nd u
nit 6
A
‘She
lter
s’ in
the
key
stag
e 2
sche
me
of w
ork,
uni
t 7B(
iii) ‘
Des
igni
ng a
nd
mak
ing
for y
ours
elf (
text
iles)
’, un
it 7
C ‘U
sing
ICT
to su
ppor
t re
sear
chin
g an
d de
sign
ing’
and
uni
t 8C
‘Usi
ng IC
T to
supp
ort m
akin
g’,
or si
mila
r pro
ject
s.
Lan
gu
age
for
lear
nin
gT
hrou
gh th
e ac
tivi
ties
in th
is u
nit,
pup
ils w
ill b
e ab
le to
und
erst
and,
use
an
d sp
ell c
orre
ctly
wor
ds re
lati
ng to
:•
desi
gnin
g, e
g va
riat
ions
, per
sona
lisat
ion,
mar
keti
ng, p
rofi
t, lo
ss,
conf
lict,
use
rs, o
pini
on, g
ener
atin
g id
eas,
mod
els,
tria
lling
, pro
posa
ls,
spec
ific
atio
n, sp
read
shee
t•
mak
ing,
eg
batc
h pr
oduc
tion
, man
ufac
turi
ng a
ids,
tem
plat
es,
patt
erns
, qua
lity,
acc
urac
y, id
enti
cal,
perf
orm
ance
, pro
duct
ion,
sc
alin
g up
© Crown copyright 2004DfES 0971-2004 G
51 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Key
sta
ge
3 sc
hem
es o
f w
ork
D&
T u
nit
8B
(iii)
1
■es
sent
ial a
ctiv
ities
Aop
tiona
l act
iviti
es
DESIG
N A
ND
MA
KE A
SSIG
NM
EN
T (D
MA
)
•to
des
ign
a pr
oduc
t sui
tabl
e fo
r m
anuf
actu
ring
and
expl
ore
how
it
coul
d be
pro
duce
d as
a b
atch
or
sin
gle
item
, usi
ng C
AD
/CA
M
(com
pute
r-ai
ded
desi
gn a
nd
man
ufac
ture
) whe
n ap
prop
riate
, by
app
lyin
g th
e kn
owle
dge,
skill
s an
d un
ders
tand
ing
they
de
velo
ped
durin
g th
e pr
oduc
t ev
alua
tion
activ
ities
and
focu
sed
prac
tical
task
s
Set t
he p
upils
a D
MA
in w
hich
they
des
ign
a pr
oduc
t tha
t can
be
man
ufac
ture
d in
ba
tch
or a
s a
sing
le it
em. T
he e
mph
asis
of t
he a
ssig
nmen
t sho
uld
be o
n de
sign
ing
skill
s. P
upils
sho
uld
deve
lop
a ba
sic
desi
gn th
at c
an b
e va
ried
or p
erso
nalis
ed fo
r pa
rtic
ular
clie
nts
on th
e sa
me
prod
uctio
n lin
e, w
orki
ng th
roug
h co
nflic
ting
dem
ands
th
ey fa
ce a
s a
desi
gner
and
mak
er. T
he a
ssig
nmen
t sho
uld
requ
ire th
em to
just
ify
thei
r dec
isio
ns a
bout
mat
eria
ls a
nd m
etho
ds o
f mak
ing.
Exam
ple
This
exa
mpl
e D
MA
has
bee
n w
ritte
n so
it c
an b
e co
pied
and
giv
en d
irect
ly to
pup
ils.
Furt
her d
etai
ls a
nd c
onte
xts
can
be a
dded
, as
appr
opria
te.
Wal
lets
Des
ign
and
mak
e a
wal
let o
r sm
all c
ase
for a
par
ticul
ar p
urpo
se, e
g to
car
ry c
ompu
ter
disk
s, to
hol
d co
ins
or c
redi
t car
ds, t
o ho
ld k
eys,
or t
o ho
ld p
enci
ls. D
evel
op a
st
anda
rd p
roto
type
and
then
sho
w h
ow it
can
be
adap
ted
sim
ply
to m
ake
a nu
mbe
r of
new
pro
duct
s fo
r diff
eren
t use
rs, e
g by
usi
ng d
ecor
atio
n, d
iffer
ent f
abric
s or
fa
sten
ings
, and
how
it c
an b
e ba
tch-
prod
uced
.
•fo
rmul
ate
a de
sign
spe
cific
atio
n,
bear
ing
in m
ind
the
soci
al,
cultu
ral a
nd e
nviro
nmen
tal
cont
exts
and
hav
ing
talk
ed to
us
ers
•id
entif
y th
e cr
itica
l fac
tors
that
sh
ould
be
used
as
desi
gn c
riter
ia,
incl
udin
g th
ose
rela
ting
to s
ocia
l an
d en
viro
nmen
tal i
ssue
s•
deci
de w
hich
des
ign
crite
ria
clas
h an
d w
hich
sho
uld
take
pr
iorit
y•
find
out w
hich
mat
eria
ls a
re
avai
labl
e an
d us
e te
chni
cal d
ata
to d
ecid
e on
thei
r sui
tabi
lity
for
the
task
•de
velo
p sy
stem
s fo
r ens
urin
g qu
ality
whe
n pl
anni
ng b
atch
pr
oduc
tion
•ta
ke s
teps
nee
ded
to c
ontr
ol
iden
tified
risk
s•
disc
uss
with
use
rs th
e ex
tent
to
whi
ch th
e pr
oduc
t mee
ts th
e de
sign
crit
eria
Use
of
ICT
•Pu
pils
cou
ld:
–us
e IC
T to
dra
w id
eas
and
mod
el in
2-D
an
d 3-
D, c
reat
ing
real
istic
re
pres
enta
tions
of t
he fi
nish
ed w
alle
t–
use
ICT
to m
ake
iden
tical
par
ts in
a
batc
h us
ing
CA
D/C
AM
, suc
h as
em
broi
dere
d lo
gos
Thes
e lin
k to
act
iviti
es/t
asks
in u
nit 7
C
‘Usi
ng IC
T to
sup
port
rese
arch
ing
and
desi
gnin
g’ a
nd u
nit 8
C ‘U
sing
ICT
to
supp
ort m
akin
g’.
PR
OD
UC
T EV
ALU
ATI
ON
Org
anis
e a
rang
e of
act
iviti
es th
at g
ive
pupi
ls a
n op
port
unity
to:
–le
arn
how
pro
duct
s ar
e m
ade
in d
iffer
ent h
isto
rical
and
cul
tura
l con
text
s–
unde
rsta
nd h
ow a
nd w
hy p
rodu
cts
have
cha
nged
ove
r tim
e–
dist
ingu
ish
betw
een
the
qual
ity o
f the
des
ign
and
the
qual
ity o
f man
ufac
ture
–le
arn
to re
cord
thou
ghts
, des
ign
idea
s an
d ex
plor
atio
ns
© Crown copyright 2004DfES 0971-2004 G
52 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Key
sta
ge
3 sc
hem
es o
f w
ork
D&
T u
nit
8B
(iii)
2
■es
sent
ial a
ctiv
ities
Aop
tiona
l act
iviti
es
■th
e m
ain
tech
niqu
es t
hat
desi
gner
s us
e to
gen
erat
e id
eas
■O
rgan
ise
a cl
ass
deba
te o
n th
e su
bjec
t ‘W
here
do
new
des
ign
idea
s co
me
from
?’If
poss
ible
, use
info
rmat
ion
from
des
igne
rs a
nd o
lder
pup
ils o
n ho
w th
eir i
deas
em
erge
d.
Dis
cuss
, and
allo
w th
e pu
pils
to tr
y ou
t, s
trat
egie
s fo
r gen
erat
ing
new
idea
s, e
g–
brai
nsto
rmin
g–
wor
d ex
tens
ion
–an
alys
ing
prod
ucts
–us
ing
part
of a
vis
ual i
mag
e (w
indo
w s
earc
h)–
taki
ng e
very
day
obje
cts
and
thin
king
up
new
use
s fo
r the
m (i
nclu
ding
ou
trag
eous
idea
s)–
visi
ting
plac
es–
talk
ing
to p
eopl
e–
usin
g th
e w
ork
of a
des
ign
mov
emen
t or w
ork
from
oth
er ti
mes
and
cul
ture
s–
inst
ant m
odel
ling
with
a v
arie
ty o
f mat
eria
ls–
expe
rimen
ting
with
mat
eria
ls a
nd p
roce
sses
–ob
serv
ing
chan
ges
as a
resu
lt of
fash
ion
tren
ds a
nd li
fest
yle
shift
s–
colle
ctin
g im
ages
that
insp
ire–
revi
ewin
g fil
ms
–go
ing
to e
xhib
ition
s an
d ga
llerie
s
■us
e at
leas
t tw
o st
rate
gies
to
gene
rate
des
ign
idea
s, e
g br
ains
torm
ing,
ana
lysi
ng
prod
ucts
, vis
iting
pla
ces,
and
ex
plai
n w
hy t
hey
use
them
■ho
w d
esig
ners
use
ske
tchb
ooks
an
d fo
lios
to r
ecor
d th
ough
ts
and
desi
gn e
xplo
ratio
ns
■Pr
esen
t th
e pu
pils
with
the
quo
tatio
n ‘…
good
des
ign
is a
hit
or m
iss
proc
ess,
with
m
any
fals
e st
arts
, aba
ndon
ed id
eas
and
faile
d ex
plor
atio
ns. I
n m
any
way
s, t
he
jour
ney
is a
s si
gnifi
cant
as
the
dest
inat
ion’
(Nic
k Bu
tche
r, d
esig
n di
rect
or, R
odne
y Fi
tch
and
Co)
. Des
crib
e to
the
pup
ils h
ow d
esig
ners
rec
ord
thei
r th
ough
ts, d
esig
n id
eas
and
expl
orat
ions
, eg
how
the
y us
e sk
etch
book
s, m
oodb
oard
s, c
olla
ges,
dr
awin
gs, c
olle
ctio
ns o
f in
spiri
ng p
hoto
grap
hs a
nd p
ostc
ards
. Sho
w t
he p
upils
go
od a
nd p
oor e
xam
ples
of r
ecor
ding
and
exp
lain
that
they
will
nee
d to
cho
ose
the
best
met
hods
for
the
ir ow
n de
sign
wor
k.
■pr
oduc
e th
eir
own
sket
chbo
ok
and
folio
of
sour
ce m
ater
ial a
nd
show
tha
t th
ey u
nder
stan
d co
nven
tions
for
sel
ectin
g an
d re
cord
ing
sour
ces
of id
eas
and
insp
iratio
n. T
hey
shou
ld
reco
gnis
e th
at t
his
is a
n im
port
ant
part
of
deve
lopi
ng
thei
r ow
n id
eas
Aho
w e
xist
ing
prod
ucts
are
ad
apte
d to
ext
end
a pr
oduc
t life
cy
cle,
and
to
appr
ecia
te t
he
conf
lictin
g de
man
ds o
n de
sign
ers
and
mak
ers
ALo
ok a
t fam
iliar
pro
duct
s w
ith th
e pu
pils
, eg
penc
il ca
ses,
pur
ses.
Dis
cuss
the
idea
of
pro
duct
life
cyc
le a
nd c
onsi
der h
ow m
anuf
actu
rers
oft
en p
rodu
ce li
mite
d ed
ition
va
rietie
s an
d ne
w a
nd im
prov
ed v
arie
ties
to p
reve
nt a
dro
p in
sal
es. A
s pa
rt o
f thi
s di
scus
sion
, pup
ils c
ould
be
aske
d–
Wha
t are
the
spec
ial f
eatu
res?
–W
hat m
akes
a p
rodu
ct u
niqu
e or
new
?–
Who
is th
e ne
w p
rodu
ct a
imed
at?
Ask
the
pupi
ls to
col
lect
as
man
y ex
ampl
es o
r pic
ture
s of
thes
e as
they
can
.
Aex
plai
n w
hat i
s mea
nt b
y pr
oduc
t lif
e cy
cle,
mar
ketin
g, a
nd p
rofit
an
d lo
ssA
desc
ribe
the
mai
n st
ages
of
the
prod
uct
life
cycl
e an
d ho
w t
o ex
tend
the
life
of
a fa
mili
ar
prod
uct
© Crown copyright 2004DfES 0971-2004 G
53 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Key
sta
ge
3 sc
hem
es o
f w
ork
D&
T u
nit
8B
(iii)
3
■es
sent
ial a
ctiv
ities
Aop
tiona
l act
iviti
es
FOC
USED
PR
AC
TIC
AL
TASK
S (
FPTs
)
Thes
e pr
actic
al ta
sks
shou
ld fo
cus
on th
e kn
owle
dge,
ski
lls a
nd u
nder
stan
ding
ou
tline
d in
‘Abo
ut th
e un
it’. T
hey
shou
ld g
ive
pupi
ls a
n op
port
unity
to p
ract
ise
any
new
ski
lls th
ey w
ill n
eed
durin
g th
e D
MA
, eg
to h
elp
pupi
ls u
nder
stan
d de
sign
ing
for
batc
h pr
oduc
tion.
■th
at b
atch
pro
duct
ion
is a
m
etho
d of
mak
ing
a sm
all
quan
tity
of id
entic
al p
rodu
cts,
an
d ca
n be
use
d to
pro
duce
va
riatio
ns o
n a
them
e
■Ex
plai
n to
the
pupi
ls th
e ba
tch-
prod
uctio
n m
etho
ds in
com
mer
cial
pro
duct
ion,
in
clud
ing
how
to d
evel
op a
bas
ic d
esig
n th
at c
an b
e va
ried
or p
erso
nalis
ed fo
r pa
rtic
ular
clie
nts.
Ask
the
pupi
ls to
dev
elop
thei
r ow
n ba
sic
desi
gn fo
r a p
rodu
ct
with
var
iatio
ns, e
g de
cora
tions
and
fini
shin
g, fo
r diff
eren
t use
rs. A
sk th
e pu
pils
to
prod
uce
a flo
w c
hart
for t
heir
prod
uct a
nd th
e va
riatio
ns.
■ex
plai
n w
hat
is m
eant
by
‘bat
ch
prod
uctio
n’ a
nd p
rodu
ce a
flo
w
char
t to
sho
w h
ow t
o ba
tch-
prod
uce
a ba
sic
desi
gn t
hat
can
be v
arie
d
■th
at m
anuf
actu
ring
aids
, eg
tool
s an
d te
mpl
ates
/pat
tern
s,
ensu
re a
ccur
acy
and
help
with
vo
lum
e pr
oduc
tion,
and
tha
t de
sign
ers
use
stan
dard
co
mpo
nent
s an
d si
zes
to m
ake
prod
uctio
n ea
sier
■Sh
ow th
e pu
pils
exa
mpl
es o
f how
man
ufac
turin
g ai
ds, e
g to
ols
and
tem
plat
es/
patt
erns
, can
be
mad
e or
use
d to
hel
p w
ith v
olum
e pr
oduc
tion.
Dis
cuss
with
the
pupi
ls h
ow th
ey s
houl
d ta
ke in
to a
ccou
nt th
e us
e of
man
ufac
turin
g ai
ds w
hen
desi
gnin
g. D
iscu
ss h
ow d
esig
ning
and
mak
ing
iden
tical
par
ts in
a b
atch
, usi
ng
CA
D/C
AM
or o
ther
man
ufac
turin
g ai
ds, c
an b
e co
st e
ffec
tive
and
can
ensu
reac
cura
cy.
■us
e ap
prop
riate
man
ufac
turin
g ai
ds t
o en
sure
tha
t al
l par
ts o
f pr
oduc
ts a
re id
entic
al w
hen
a nu
mbe
r of
the
sam
e ite
m a
re
desi
gned
and
mad
e
Use
of
ICT
•Pu
pils
cou
ld:
–us
e a
com
pute
rised
sew
ing
mac
hine
to
mak
e a
batc
h of
iden
tical
par
ts, s
uch
as
embr
oide
red
logo
s–
use
ICT
to p
rodu
ce a
pat
tern
or
tem
plat
e th
at c
an b
e pr
inte
d ou
t to
ensu
re a
ccur
ate
mak
ing
–us
e a
draw
/pai
nt p
rogr
am o
r CA
D
soft
war
e to
mak
e a
sten
cil t
hat c
an b
e us
ed to
tran
sfer
a d
esig
n to
the
surf
ace
of th
e w
alle
tTh
ese
link
to a
ctiv
ities
/tas
ks in
uni
t 8C
‘U
sing
ICT
to s
uppo
rt m
akin
g’.
Ath
at IC
T ca
n be
use
d to
des
ign
and
mak
e a
batc
h of
iden
tical
pa
rts
easi
ly, a
nd h
ow t
o us
e IC
T to
sca
le u
p pr
oduc
tion
plan
s an
d w
ork
out
cost
s
AD
emon
stra
te t
o th
e pu
pils
how
ICT
can
help
the
m t
o de
sign
and
mak
e si
ngle
and
ba
tch-
prod
uced
item
s, a
nd d
iscu
ss w
hen
it is
app
ropr
iate
to
use
ICT,
eg
usi
ng s
prea
dshe
ets
to h
elp
with
‘sca
ling
up’ o
r co
stin
g, u
sing
CN
C m
achi
nes.
Ade
scrib
e ho
w t
o us
e IC
T to
de
sign
and
mak
e a
batc
h of
id
entic
al p
arts
, and
to
scal
e up
an
d co
st p
rodu
ctio
n
© Crown copyright 2004DfES 0971-2004 G
54 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Ref
: QC
A/0
0/44
7 ©
Qu
alifi
cati
on
s an
d C
urr
icu
lum
Au
tho
rity
(Q
CA
) 20
00D
&T
un
it 8
B(i
ii)
4
■es
sent
ial a
ctiv
ities
Aop
tiona
l act
iviti
es
Aho
w t
o us
e a
varie
ty o
f C
AD
so
ftw
are
and
com
pute
r-co
ntro
lled
mac
hine
s sa
fely
as
part
of
thei
r de
sign
ing
and
mak
ing,
to
enco
urag
e th
em t
o be
com
e fa
mili
ar w
ith, a
nd
posi
tive
user
s of
, IC
T
AD
emon
stra
te to
the
pupi
ls h
ow th
ey c
an u
se C
AD
sof
twar
e an
d co
mpu
ter-
cont
rolle
d m
achi
nes
to d
esig
n an
d m
ake
item
s, e
g–
how
to u
se IC
T to
dra
w id
eas
and
mod
el in
2-D
and
3-D
–ho
w 3
-D m
odel
ling
soft
war
e ca
n cr
eate
real
istic
repr
esen
tatio
ns o
f a fi
nish
ed
prod
uct,
suc
h as
sho
win
g ho
w d
iffer
ent d
ecor
atio
ns, f
aste
ning
s or
fabr
ics
will
lo
ok–
how
to u
se 2
-D d
raw
/pai
nt p
rogr
ams
to p
rodu
ce a
pat
tern
or t
empl
ate
that
can
be
prin
ted
out t
o he
lp e
nsur
e ac
cura
te m
akin
g–
how
to tr
ansf
er C
AD
-prin
ted
desi
gns
to o
ther
mat
eria
ls, s
uch
as s
how
ing
how
to
prin
t on
to ir
on-o
n pa
per o
r vin
yl fo
r wal
lets
–ho
w to
use
dra
w/p
aint
pro
gram
s or
CA
D s
oftw
are
to m
ake
a st
enci
l tha
t can
be
used
to tr
ansf
er a
des
ign
to a
pro
duct
and
then
reus
ed–
how
to u
se p
lott
ers
to p
rodu
ce fu
ll-si
ze p
atte
rns
or te
mpl
ates
in th
in s
heet
m
ater
ial
–ho
w to
use
CA
D s
oftw
are
and
CN
C (c
ompu
ter n
umer
ical
ly c
ontr
olle
d) m
achi
nes
to d
esig
n an
d m
ake
prod
ucts
, suc
h as
com
pute
rised
sew
ing
mac
hine
s or
em
broi
dere
rs to
pro
duce
em
broi
dere
d lo
gos
on w
alle
ts
Adv
ise
the
pupi
ls o
n sa
fety
and
tech
nica
l iss
ues.
Giv
e th
e pu
pils
an
oppo
rtun
ity to
pr
actis
e th
ese
skill
s by
mak
ing
sim
ple
item
s, e
g a
pers
onal
ado
rnm
ent,
a lo
go.
Aus
e C
AD
sof
twar
e an
d fo
llow
in
stru
ctio
ns t
o se
t up
a
com
pute
r-co
ntro
lled
mac
hine
Aus
e m
achi
nery
saf
ely
to m
ake
a si
mpl
e ite
m, e
g a
patt
ern
Aex
plai
n w
hy it
mig
ht b
e ap
prop
riate
to
use
CA
D/C
AM
ra
ther
tha
n ha
nd-t
ools
© Crown copyright 2004DfES 0971-2004 G
55 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Sam
ple
fro
nt
cove
r of
a p
roje
ct b
ookle
t (T
he s
chool
share
s th
e o
bje
ctiv
es
and e
xpect
ati
ons
wit
h t
he p
upils
and h
as
modif
ied t
he
obje
ctiv
es
from
the F
ram
ew
ork
in o
rder
to m
ake t
hem
more
unders
tandable
by
pupils.
)
Year
7 p
roje
ct
Pro
ject
tit
le:
Wal
lets
Lite
racy
aim
s:G
ive
inst
ruct
ions
and
dire
ctio
ns w
hich
are
spe
cific
, eas
y to
fo
llow
and
cle
arly
seq
uenc
ed
Focu
s:
Com
bini
ng d
iffer
ent
fabr
ics
Num
erac
y ai
ms:
Use
nam
es a
nd a
bbre
viat
ions
of u
nits
of m
easu
rem
ent
to
Dec
orat
ion
tech
niqu
esm
easu
re, e
stim
ate,
cal
cula
te a
nd s
olve
pro
blem
s in
volv
ing
leng
th a
nd a
rea
Kno
wle
dg
e an
d
Usi
ng d
ecor
ativ
e st
itche
s on
a s
ewin
g m
achi
ne
und
erst
and
ing
:–
appl
iqué
, qui
lting
Targ
et fr
om la
st m
odul
e:
Met
Your
tar
get
leve
ls
Intr
od
ucto
ryB
asic
Inte
rmed
iate
Ad
vanc
ed
Gen
erat
ing
idea
s:Lo
ok a
t ex
istin
g ex
ampl
es
Use
a r
ange
of i
nfor
mat
ion
Dra
w u
pon
info
rmat
ion
C
ombi
ne id
eas
from
a
to h
elp
with
ow
n de
sign
sour
ces,
mai
nly
prov
ided
so
urce
s no
t pr
ovid
ed b
y va
riety
of s
ourc
esby
the
tea
cher
the
teac
her
Pro
duce
cre
ativ
e so
lutio
nsC
larif
y id
eas
whe
n as
ked
Use
a r
ange
of m
ater
ials
to
Pro
duce
and
con
side
rw
hich
add
ress
the
des
ign
stim
ulat
e th
e im
agin
atio
n co
nven
tiona
l, or
igin
al,
crite
ria in
exp
ecte
d an
d/or
(sto
ries,
poe
ms,
pic
ture
s)un
usua
l and
/or
ecce
ntric
un
expe
cted
way
sid
eas
Des
crib
e yo
ur id
eas
and
th
inki
ng t
o ot
hers
to
help
R
ecor
d an
d sh
are
idea
s w
ithyo
u to
dev
elop
a p
ropo
sal
othe
rs, g
athe
r an
d us
e co
nstr
uctiv
e fe
edba
ck t
o de
velo
p a
clea
r an
d de
taile
d pr
opos
al
Dev
elop
ing
and
Mod
el id
eas
to t
ry t
hem
E
xplo
re, e
xper
imen
t an
d U
se d
iffer
ent
stra
tegi
es t
o Tr
y al
tern
ativ
e ap
proa
ches
m
odel
ling
idea
s:ou
tse
lect
app
ropr
iate
mat
eria
lsel
abor
ate,
em
bellis
h,
to o
verc
ome
diffi
culti
es,
expa
nd a
nd d
evel
op
mod
ifyin
g pr
opos
als
and
Wor
k ou
t th
e te
chni
cal
de
sign
idea
sco
mm
unic
atin
g th
ese
tode
tails
of y
our
idea
s by
ot
hers
mod
ellin
g th
em t
hrou
gh
draw
ing,
dis
cuss
ion,
ICT
and
in 3
-D
Pla
nnin
g:
Wor
k w
ith h
elp
on s
hort
M
anag
e tim
e w
ithin
a
Incl
ude
in y
our
plan
the
M
anag
e tim
e ac
ross
a
task
sle
sson
tim
e it
will
take
to
com
plet
e nu
mbe
r of
less
ons
each
sta
geW
ork
inde
pend
ently
on
Rev
iew
pro
gres
s ag
ains
t sh
ort
task
s pl
ans
at im
port
ant
stag
es
The lesson planThe sample provided on the following pages follows the plan of a lesson developed fromthe unit plan shown earlier.
Under the heading Lesson objectives the teacher lists Framework objectives to belaunched or reinforced in the lesson.
The position of the Homework heading serves as a reminder that homework should beplanned beforehand, not set at the very end of the lesson.
The Features of teaching box includes aspects of strong, purposeful teaching likely tobe effective in raising achievement. Supported by an effective starter and plenary, the paceand learning is focused on the middle part of the lesson and is broken up into a number oflearning activities, particularly during practical sessions of project work. Many of thesefeatures were presented in the design and technology pilot programme.
The teacher is advised to select no more than four features of teaching which need tobe expertly used in the lesson. These are identified in the lesson plan at the left of theappropriate activity.
Main outcomes of the lesson must be closely linked to the lesson objectives since theywill demonstrate whether pupils have achieved these objectives.
© Crown copyright 2004DfES 0971-2004 G
56 Design and technology: Framework and training materialsKey Stage 3 National Strategy
© Crown copyright 2004DfES 0971-2004 G
57 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Date Class
Unit of work Lesson no. ... (out of ...)
Topic for lesson
Lesson objectives
DifferentiationExtension (additional objectives for some pupils)
Enrichment (how the objectives will be addressed in more depth for some)
Intervention (pupils who will require support)
Homework
Resource list
Risk assessment
Features of teaching
introduce present demonstrate remind explore explain
exemplify question scaffold model refine intervene
check correct feed back apply fix conclude
Starter
feature
Teaching sequence
feature
feature
Plenary
feature
Main outcomes
Lesson plan template
© Crown copyright 2004DfES 0971-2004 G
58 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Differentiation
Extension (additional objectives for some pupils)■ (Y8) Draw upon a wide range of information sources including those not
provided by the teacher.■ (Y9) Combine ideas from a variety of sources.
Enrichment (how the objectives will be addressed in more depth for some)■ Use a range of materials to stimulate the imagination (use one or two
challenging materials or objects in lucky dip bag activity).
Intervention (pupils who will require support)■ During practical work where pupils are generating ideas quickly, provide verbal
feedback and encouragement.
HomeworkReview an existing container design and add a new design feature for a client such asyourself.
Resource list
Risk assessment
Sample lesson plan
Date 20 January Class Year 7 (7YG)
Unit of work Container Lesson no. 2 (out of 10)
Topic for lesson How to generate design ideas for the container I am designing
Lesson objectivesPupils will learn how to:
■ use a range of materials to stimulate the imagination;
■ use information sources, mainly provided by the teacher.
Starter
Model Introduction: Review what the container is for, and the specification pointsmade, with class suggestions.How do I get ideas? Teacher explains to the pupils how she was inspiredby the pattern on a postcard and a texture from lace-work to develop a logofor a container. She explains why she thinks it is appropriate for the intendeduser, how she thought it could be made and the technical issues involved.How can I use my sketchbook? Teacher shows pupils sketchbooks fromdesigners and older pupils who have collected a wide variety of items tostimulate their ideas. She also shows the products resulting from theseideas. (This sets expectations for the quality of work.)Teaching sequence
Explore Activity 1 Lucky dip bag: Teacher circulates with lucky dip bag. Selectedpupils, in turn, take a sample of material or an object from the bag. Pupilsdiscuss how their designs could incorporate the different materials.
© Crown copyright 2004DfES 0971-2004 G
59 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Activity 2 Ideas race: Teacher asks pupils to make quick, rough sketchesto produce an A4 sheet showing a range of ideas, inspired by stimulusmaterials provided. Presentation is not important.Teacher circulates and intervenes to support pupils where required, clarifyingthinking and encouraging others to use additional source material, andsuggesting the combining of ideas.Activity 3 Pair and share: Pupils, in pairs, discuss the best aspects of theirdesign ideas and what stimulated the thinking behind their design.
Apply PlenaryThe teacher asks selected pairs to talk about the best aspects of thedesign ideas of their partner (not their own) and explain their choices.Additional suggestions come from the teacher and the classmates.The teacher reviews the strategies that pupils have used in the lesson forgenerating ideas and asks for feedback on each of them:■ explaining how the teacher is inspired by stimulus material;■ ideas race;■ lucky dip;■ sharing ideas and discussion with others.When could they use these strategies again? (Link to next project.)
Main outcomes
■ Recognising a clear purpose for sketchbooks and stimulus materials.
■ Learning to sketch a range of initial ideas quickly.
■ Choosing the best aspects of their design ideas to help develop their ideasfurther.
© Crown copyright 2004DfES 0971-2004 G
60 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Section 4Management issues
© Crown copyright 2004DfES 0971-2004 G
62 Design and technology: Framework and training materialsKey Stage 3 National Strategy
© Crown copyright 2004DfES 0971-2004 G
63 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Section 4 Management issues
The Framework for teaching design and technology: Years 7, 8 and 9 has been writtenwith the assumption that within any school there is a design and technology departmentwith specialist facilities and expertise in the areas of product design (resistant materials,textiles and graphics), food technology, and systems and control. It is also recognised thatnot all schools are able to provide a fully balanced design and technology programme.However, the way in which resources such as staff, timetable and facilities are deployedwill directly influence pupils’ achievement of the objectives.
Effective timetabling and team workingEvidence shows that teaching which involves the frequent rotation of pupils amongdifferent materials areas can result in unbalanced achievement and a lack ofprogression. This can be avoided if staff plan as a team, using the review sheets onpages 38, 69, 70 and 71, to ensure that they introduce greater demands, which build onearlier experiences, as pupils progress through the year. Rotational courses have beenshown to be frustrating and exhausting for pupils and teachers alike. Pupils may beconstantly rushed, lacking time for the reflection that reinforces learning. They becomedisenchanted with the consequent lower standards of achievement.
Teachers who consistently work with large numbers of pupils, for short periods of time,have very limited contact with any of them. There is little opportunity for these teachers toexperience the satisfaction that comes from nurturing pupils’ progress over a period oftime. A closely informed staff team can lessen these disadvantages for each other andensure that together they achieve good oversight of each pupil’s progress through a yearand key stage. Concentrating teaching of different materials areas into fewer and largerblocks of time, possibly involving two teachers working collaboratively in separate focusareas, can also minimise the disadvantages of rotational schemes but only if high-qualityteam planning is assured.
Staff will need time to plan together to achieve the objectives across the materialsareas and to deliver both generic aspects, for example, general skills in generating ideas orevaluating products, and materials-specific knowledge and understanding.
This team approach results in the raising of standards because pupils transfer theirlearning across materials areas and build on skills, rather than repeating them, and will doso within a programme which explicitly focuses on this transfer of learning. It also meansthat pupils do not spend short periods of time with several different teachers.
© Crown copyright 2004DfES 0971-2004 G
64 Design and technology: Framework and training materialsKey Stage 3 National Strategy
How this approach works in practice – DfES/DATA Key Stage 3 model of teaching In a school that follows the model supported by DATA and DfEE (1997), two teacherswould work in parallel, having been timetabled throughout a whole year to shareresponsibility for one group of pupils. One teacher would be responsible for work withresistant materials and the other for work on food and textiles. They would take a commonapproach to designing and complementary approaches for developing graphics and othercommunication skills, control systems and structures. This is illustrated in the diagram below.
Figure 1 DATA (1997)
Links with science, art and design, and mathematics
TEACHER 1
Resistant and compliant materials, elements of controlsystems, structures and ICT
The same approach to designing through the use of a commonframework for learning
A common and complementary approach to communicationincluding graphics
TEACHER 2
Food and/or compliant materials, elements of controlsystems and ICT
Year 7 Year 8 Year 9
Year 7 case studyThere are several ways that a team planning to teach the following projects could do it.
Pennants My life so far, the sewing machine, introduction to using CAMQCA Unit 6/7, Transition
Basic working Teacher-led focused practical task, introductory activitygels QCA Unit 6/7, Transition, QCA Unit 8A, Exploring materials
Mirror frame CAD/CAMQCA Unit 7B, Designing and making for yourself
Travel toy/ Systems and control, vacuum formingmotor boat QCA Unit 7D, Using control to control a display
Example 1 DfES/DATA modelTwo teachers work in parallel, with classes that swap half-way through the year, or aretimetabled to work with both teachers each week.
Pupil group 1 Pupil group 2
Pennants Mirror frame
Basic working gels Travel toy/motor boat
Mirror frame Pennants
Travel toy/motor boat Basic working gels
Two specialistdesign andtechnologystaff working inparallel withone class overa year
© Crown copyright 2004DfES 0971-2004 G
65 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Example 2 Rotation model across four teachersFour groups of pupils rotate around four teachers, each of whom takes one area fromtextiles, food, control and resistant materials.
Each group starts with a different project and then moves to the next teacher for thefollowing materials area. Each teacher covers the same materials area with all the groups.
Teachers who are not timetabled to work in parallel, but instead take groups of pupils whorotate around several teachers during the year, must take care to build on the knowledge,skills and understanding that pupils may have already developed in the other materialsareas. Relaunching objectives at the same level, but merely within a different context, mayhold pupils back. For example, the group designing and making a travel toy in the summerterm would be able to draw on a range of experiences gained in the previous two termsand would, therefore, be expected to achieve more than the group that did the toy projectearly in the autumn term. In a rotation scheme, the teaching team would need to reviewwhether additional objectives were required for groups who are tackling the work later inYear 7. The Framework provides objectives that teachers can use to extend the work andincrease expectations.
Reviewing rotational courses
Problem: Pupils rotate on a half-termly basis.
Main risks:
■ Disintegration of the subject.
■ Lack of continuity and progress.
■ Depressed standards.
Key remedies:
■ Provide joint or follow-on activities across terms.
■ Retain individual staff strengths but with explicit links.
■ Ensure a common vocabulary is used by all teachers.
Teacher 1 Teacher 2 Teacher 3 Teacher 4
Pennants
Basic working gels
Mirror frame
Travel toy/motor boat
© Crown copyright 2004DfES 0971-2004 G
66 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Examples of joint planningThis Year 7 team plans to teach the following projects. As a team, the teachers haveassumed collective responsibility for the objectives.
Each project has appropriate objectives taken from the Framework, according to thenature and focus of the project.
The teachers map the projects against the Framework to ensure coverage of all theobjectives.
They choose appropriate projects in which to launch objectives (highlighted in red).
They identify where the next project will reinforce those objectives (highlighted in blue) anddiscuss how pupils will transfer this learning from one project to another.
They identify projects in which they will launch and share the teaching on the sameobjective (highlighted in green) and discuss how they will support the joint teaching of thisobjective.
Pennants My life so far, the sewing machine, introduction to using CAMQCA Unit 6/7, Transition
Basic working Teacher-led focused practical task, introductory activitygels QCA Unit 6/7, Transition, QCA Unit 8A, Exploring materials
Mirror frame CAD/CAMQCA Unit 7B, Designing and making for yourself
Travel toy/ Systems and control, vacuum formingmotor boat QCA Unit 7D, Using control to control a display
Reviewing provision to provide breadth and balance
Problem: The department is unable to offer the full range of materials areas.
Main risks:
■ Lack of breadth of experience;
■ Some pupils less motivated;
■ Threat to equality of opportunity.
Key remedies:
■ Broaden the range of materials used in a unit of work, for example, add foodand textiles activities to the resistant materials unit of work, or add systems andcontrol activities to ICT D&T units.
© Crown copyright 2004DfES 0971-2004 G
67 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Exp
lori
ng id
eas
and
the
tas
kG
ener
atin
g id
eas
Dev
elo
pin
g a
nd m
od
ellin
g id
eas
Pla
nnin
gE
valu
atin
g
Exp
lore
nee
ds, w
ants
and
Use
str
ateg
ies
whi
ch g
ener
ate
a U
se a
ran
ge o
f str
ateg
ies
to e
xplo
re
Pre
dict
and
man
age
the
time
Wh
en e
valu
atin
g t
hei
r ow
n id
eas
oppo
rtun
ities
in t
he c
onte
xt o
f va
riety
of d
esig
n id
eas
quic
kly
as a
an
d ex
perim
ent
with
idea
s be
fore
ne
eded
to
com
plet
e a
shor
t ta
sk
and
pro
du
cts
desi
gnin
g fo
r th
emse
lves
dire
ct r
espo
nse
to t
he d
esig
nm
akin
g ju
dgem
ents
(e.g
. w
ithin
a le
sson
)cr
iteria
Iden
tify
desi
gn p
ossi
bilit
ies
by
Use
a r
ange
of m
ater
ials
to
Wor
k ou
t, an
d re
flect
on,
the
Lo
g tim
e as
it is
use
dE
valu
ate
thei
r de
sign
idea
s an
d di
scus
sing
nee
ds a
nd o
ppor
tuni
ties
stim
ulat
e th
e im
agin
atio
n te
chni
cal d
etai
ls o
f the
ir id
eas
by
prod
ucts
by
com
parin
g th
em
pres
ente
d by
the
tas
k(e
.g.
pict
ures
, st
orie
s, p
oem
s,m
odel
ling
them
thr
ough
dra
win
g,
agai
nst
the
orig
inal
des
ign
crite
riam
usic
, vi
deos
, pr
oduc
ts)
disc
ussi
on, I
CT
and
in 3
-Dan
d su
gges
t im
prov
emen
ts
Dev
elop
des
ign
crite
ria t
o sa
tisfy
M
ake
conn
ectio
ns a
nd s
ee
App
rais
e id
eas
by c
ontin
ual
Pre
pare
an
orde
red
sequ
ence
for
Mak
e ju
dgem
ents
abo
ut t
he
the
desi
gn b
rief
rela
tions
hips
bet
wee
n th
e fo
rm a
nd
refe
renc
e to
the
des
ign
crite
riam
anag
ing
the
task
orig
inal
ity a
nd v
alue
of i
deas
and
func
tion
of e
xist
ing
prod
ucts
solu
tions
to
furt
her
thei
r an
d po
ssib
le d
esig
n pr
opos
als
deve
lopm
ent
Iden
tify
cons
trai
nts
impo
sed
by t
he
Use
a r
ange
of i
nfor
mat
ion
sour
ces,
Exp
lore
and
exp
erim
ent
with
and
Take
acc
ount
of t
he t
ype
and
Wh
en e
valu
atin
g t
he
idea
s an
dta
sk a
nd/o
r re
sour
ces
and
mai
nly
prov
ided
by
the
teac
her
then
sel
ect
appr
opria
te m
ater
ials
qu
ality
of m
ater
ials
and
p
rod
uct
s of
oth
ers
ackn
owle
dge
them
whe
n an
d pr
oces
ses
com
pone
nts
that
are
ava
ilabl
efo
rmul
atin
g cr
iteria
Find
and
sel
ect
info
rmat
ion
whi
ch
Use
a ra
nge
of s
trate
gies
to p
rodu
ce,
Iden
tify
alte
rnat
ive
met
hods
of
Und
erst
and
the
need
tha
t a
prod
uct
info
rms
and
clar
ifies
thi
nkin
g co
mm
unic
ate,
rec
ord
initi
al id
eas
proc
eedi
ng if
firs
t at
tem
pts
is in
tend
ed t
o se
rve
and
judg
e ho
wab
out
the
task
(e.g
. a
sket
chbo
ok t
o re
cord
2-D
sh
ould
fail
wel
l it
mee
ts t
hat
need
and
3-D
ske
tche
s, c
olla
ges,
not
es,
disc
ussi
ons)
to a
ssis
t se
lf-re
flect
ion
and
to d
escr
ibe
thei
r id
eas
and
thin
king
to
othe
rs
Use
exi
stin
g, fa
milia
r pr
oduc
tsD
evel
op t
he c
apac
ity t
o bu
ild
Man
age
som
e sh
orte
r ta
sks
Iden
tify
that
pro
duct
s ar
e m
ade
and
syst
ems
to in
form
the
ir im
ages
in t
he m
ind’
s ey
e in
depe
nden
tly (e
.g.
focu
sed
from
a v
arie
ty o
f diff
eren
t m
ater
ials
desi
gn t
hink
ing
prac
tical
tas
ks a
nd p
rodu
ct
anal
ysis
act
iviti
es)
Rec
ord
thei
r re
sear
ch u
sing
S
hare
dec
isio
ns a
bout
the
tas
k w
ith
Des
crib
e ac
cura
tely
how
the
note
s, s
ketc
hes,
dia
gram
s, e
tc.
teac
hers
and
/or
othe
rspa
rts
of a
pro
duct
are
put
tog
ethe
r
Be
awar
e of
diff
eren
t ro
les
with
in a
E
xam
ine,
des
crib
e an
d ev
alua
te
grou
p si
mila
r pr
oduc
ts t
o ga
in u
sefu
l te
chni
cal i
nfor
mat
ion
Year
7 P
ennant
pro
ject
© Crown copyright 2004DfES 0971-2004 G
68 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Exp
lori
ng id
eas
and
the
tas
kG
ener
atin
g id
eas
Dev
elo
pin
g a
nd m
od
ellin
g id
eas
Pla
nnin
gE
valu
atin
g
Exp
lore
nee
ds, w
ants
and
U
se s
trat
egie
s w
hich
gen
erat
e a
Use
a r
ange
of s
trat
egie
s to
exp
lore
P
redi
ct a
nd m
anag
e th
e tim
e W
hen
eva
luat
ing
th
eir
own
idea
sop
port
uniti
es in
the
con
text
of
varie
ty o
f des
ign
idea
s qu
ickl
y as
a
and
expe
rimen
t w
ith id
eas
befo
re
need
ed t
o co
mpl
ete
a sh
ort
task
an
d p
rod
uct
sde
sign
ing
for
them
selv
esdi
rect
res
pons
e to
the
des
ign
mak
ing
judg
emen
ts(e
.g.
with
in a
less
on)
crite
ria
Iden
tify
desi
gn p
ossi
bilit
ies
by
Use
a r
ange
of m
ater
ials
to
Wor
k ou
t, an
d re
flect
on,
the
Lo
g tim
e as
it is
use
dE
valu
ate
thei
r de
sign
idea
s an
d di
scus
sing
nee
ds a
nd o
ppor
tuni
ties
stim
ulat
e th
e im
agin
atio
n te
chni
cal d
etai
ls o
f the
ir id
eas
by
prod
ucts
by
com
parin
g th
em
pres
ente
d by
the
tas
k(e
.g.
pict
ures
, st
orie
s, p
oem
s,m
odel
ling
them
thr
ough
dra
win
g,
agai
nst
the
orig
inal
des
ign
crite
riam
usic
, vi
deos
, pr
oduc
ts)
disc
ussi
on, I
CT
and
in 3
-Dan
d su
gges
t im
prov
emen
ts
Dev
elop
des
ign
crite
ria t
o sa
tisfy
M
ake
conn
ectio
ns a
nd s
ee
App
rais
e id
eas
by c
ontin
ual
Pre
pare
an
orde
red
sequ
ence
for
Mak
e ju
dgem
ents
abo
ut t
he
the
desi
gn b
rief
rela
tions
hips
bet
wee
n th
e fo
rm a
nd
refe
renc
e to
the
des
ign
crite
riam
anag
ing
the
task
orig
inal
ity a
nd v
alue
of i
deas
and
func
tion
of e
xist
ing
prod
ucts
solu
tions
to
furt
her
thei
r an
d po
ssib
le d
esig
n pr
opos
als
deve
lopm
ent
Iden
tify
cons
trai
nts
impo
sed
by t
heU
se a
ran
ge o
f inf
orm
atio
n so
urce
s,E
xplo
re a
nd e
xper
imen
t w
ith a
nd
Ta
ke a
ccou
nt o
f the
typ
e an
d W
hen
eva
luat
ing
th
e id
eas
and
task
and
/or
reso
urce
s an
d m
ainl
y pr
ovid
ed b
y th
e te
ache
rth
en s
elec
t ap
prop
riate
mat
eria
ls
qual
ity o
f mat
eria
ls a
nd
pro
du
cts
of o
ther
sac
know
ledg
e th
em w
hen
and
proc
esse
sco
mpo
nent
s th
at a
re a
vaila
ble
form
ulat
ing
crite
ria
Find
and
sel
ect
info
rmat
ion
whi
ch
Use
a ra
nge
of s
trate
gies
to p
rodu
ce,
Iden
tify
alte
rnat
ive
met
hods
of
Und
erst
and
the
need
tha
t a
prod
uct
info
rms
and
clar
ifies
thi
nkin
g co
mm
unic
ate,
rec
ord
initi
al id
eas
proc
eedi
ng if
firs
t at
tem
pts
is in
tend
ed t
o se
rve
and
judg
e ho
wab
out
the
task
(e.g
. a
sket
chbo
ok t
o re
cord
2-D
sh
ould
fail
wel
l it
mee
ts t
hat
need
and
3-D
ske
tche
s, c
olla
ges,
not
es,
disc
ussi
ons)
to a
ssis
t se
lf-re
flect
ion
and
to d
escr
ibe
thei
r id
eas
and
thin
king
to
othe
rs
Use
exi
stin
g, fa
milia
r pr
oduc
tsD
evel
op t
he c
apac
ity t
o bu
ild
Man
age
som
e sh
orte
r ta
sks
Iden
tify
that
pro
duct
s ar
e m
ade
and
syst
ems
to in
form
the
ir im
ages
in t
he m
ind’
s ey
e in
depe
nden
tly (e
.g.
focu
sed
from
a v
arie
ty o
f diff
eren
t m
ater
ials
de
sign
thi
nkin
gpr
actic
al t
asks
and
pro
duct
an
alys
is a
ctiv
ities
)
Rec
ord
thei
r re
sear
ch u
sing
S
hare
dec
isio
ns a
bout
the
tas
k w
ith
Des
crib
e ac
cura
tely
how
the
note
s, s
ketc
hes,
dia
gram
s, e
tc.
teac
hers
and
/or
othe
rspa
rts
of a
pro
duct
are
put
tog
ethe
r
Be
awar
e of
diff
eren
t ro
les
with
in a
E
xam
ine,
des
crib
e an
d ev
alua
te
grou
p si
mila
r pr
oduc
ts t
o ga
in u
sefu
l te
chni
cal i
nfor
mat
ion
Year
7 B
asi
c w
ork
ing g
els
© Crown copyright 2004DfES 0971-2004 G
69 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Exp
lori
ng id
eas
and
the
tas
kG
ener
atin
g id
eas
Dev
elo
pin
g a
nd m
od
ellin
g id
eas
Pla
nnin
gE
valu
atin
g
Exp
lore
nee
ds, w
ants
and
U
se s
trat
egie
s w
hich
gen
erat
e a
Use
a r
ange
of s
trat
egie
s to
exp
lore
P
redi
ct a
nd m
anag
e th
e tim
e W
hen
eva
luat
ing
th
eir
own
idea
sop
port
uniti
es in
the
con
text
of
varie
ty o
f des
ign
idea
s qu
ickl
y as
a
and
expe
rimen
t w
ith id
eas
befo
re
need
ed t
o co
mpl
ete
a sh
ort
task
an
d p
rod
uct
sde
sign
ing
for
them
selv
esdi
rect
res
pons
e to
the
des
ign
mak
ing
judg
emen
ts(e
.g.
with
in a
less
on)
crite
ria
Iden
tify
desi
gn p
ossi
bilit
ies
by
Use
a r
ange
of m
ater
ials
to
Wor
k ou
t, an
d re
flect
on,
the
Lo
g tim
e as
it is
use
dE
valu
ate
thei
r de
sign
idea
s an
d di
scus
sing
nee
ds a
nd o
ppor
tuni
ties
stim
ulat
e th
e im
agin
atio
n te
chni
cal d
etai
ls o
f the
ir id
eas
by
prod
ucts
by
com
parin
g th
em
pres
ente
d by
the
tas
k(e
.g.
pict
ures
, st
orie
s, p
oem
s,m
odel
ling
them
thr
ough
dra
win
g,
agai
nst
the
orig
inal
des
ign
crite
riam
usic
, vi
deos
, pr
oduc
ts)
disc
ussi
on, I
CT
and
in 3
-Dan
d su
gges
t im
prov
emen
ts
Dev
elop
des
ign
crite
ria t
o sa
tisfy
M
ake
conn
ectio
ns a
nd s
ee
App
rais
e id
eas
by c
ontin
ual
Pre
pare
an
orde
red
sequ
ence
for
Mak
e ju
dgem
ents
abo
ut t
he
the
desi
gn b
rief
rela
tions
hips
bet
wee
n th
e fo
rm a
nd
refe
renc
e to
the
des
ign
crite
riam
anag
ing
the
task
orig
inal
ity a
nd v
alue
of i
deas
and
func
tion
of e
xist
ing
prod
ucts
solu
tions
to
furt
her
thei
r an
d po
ssib
le d
esig
n pr
opos
als
deve
lopm
ent
Iden
tify
cons
trai
nts
impo
sed
by t
heU
se a
ran
ge o
f inf
orm
atio
n so
urce
s,E
xplo
re a
nd e
xper
imen
t w
ith a
nd
Ta
ke a
ccou
nt o
f the
typ
e an
d W
hen
eva
luat
ing
th
e id
eas
and
task
and
/or
reso
urce
s an
d m
ainl
y pr
ovid
ed b
y th
e te
ache
rth
en s
elec
t ap
prop
riate
mat
eria
ls
qual
ity o
f mat
eria
ls a
nd
pro
du
cts
of o
ther
sac
know
ledg
e th
em w
hen
and
proc
esse
sco
mpo
nent
s th
at a
re a
vaila
ble
form
ulat
ing
crite
ria
Find
and
sel
ect
info
rmat
ion
whi
ch
Use
a ra
nge
of s
trate
gies
to p
rodu
ce,
Iden
tify
alte
rnat
ive
met
hods
of
Und
erst
and
the
need
tha
t a
prod
uct
info
rms
and
clar
ifies
thi
nkin
g co
mm
unic
ate,
rec
ord
initi
al id
eas
proc
eedi
ng if
firs
t at
tem
pts
is in
tend
ed t
o se
rve
and
judg
e ho
wab
out
the
task
(e.g
. a
sket
chbo
ok t
o re
cord
2-D
sh
ould
fail
wel
l it
mee
ts t
hat
need
and
3-D
ske
tche
s, c
olla
ges,
not
es,
disc
ussi
ons)
to a
ssis
t se
lf-re
flect
ion
and
to d
escr
ibe
thei
r id
eas
and
thin
king
to
othe
rs
Use
exi
stin
g, fa
milia
r pr
oduc
ts
Dev
elop
the
cap
acity
to
build
M
anag
e so
me
shor
ter
task
s Id
entif
y th
at p
rodu
cts
are
mad
ean
d sy
stem
s to
info
rm t
heir
imag
es in
the
min
d’s
eye
inde
pend
ently
(e.g
. fo
cuse
d fro
m a
var
iety
of d
iffer
ent
mat
eria
ls
desi
gn t
hink
ing
prac
tical
tas
ks a
nd p
rodu
ct
anal
ysis
act
iviti
es)
Rec
ord
thei
r re
sear
ch u
sing
S
hare
dec
isio
ns a
bout
the
tas
k w
ith
Des
crib
e ac
cura
tely
how
the
note
s, s
ketc
hes,
dia
gram
s, e
tc.
teac
hers
and
/or
othe
rspa
rts
of a
pro
duct
are
put
tog
ethe
r
Be
awar
e of
diff
eren
t ro
les
with
in a
E
xam
ine,
des
crib
e an
d ev
alua
te
grou
p si
mila
r pr
oduc
ts t
o ga
in u
sefu
l te
chni
cal i
nfor
mat
ion
Year
7 M
irro
r fr
am
e
© Crown copyright 2004DfES 0971-2004 G
70 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Exp
lori
ng id
eas
and
the
tas
kG
ener
atin
g id
eas
Dev
elo
pin
g a
nd m
od
ellin
g id
eas
Pla
nnin
gE
valu
atin
g
Exp
lore
nee
ds, w
ants
and
U
se s
trat
egie
s w
hich
gen
erat
e a
Use
a r
ange
of s
trat
egie
s to
exp
lore
P
redi
ct a
nd m
anag
e th
e tim
e W
hen
eva
luat
ing
th
eir
own
idea
sop
port
uniti
es in
the
con
text
of
varie
ty o
f des
ign
idea
s qu
ickl
y as
a
and
expe
rimen
t w
ith id
eas
befo
re
need
ed t
o co
mpl
ete
a sh
ort
task
an
d p
rod
uct
sde
sign
ing
for
them
selv
esdi
rect
res
pons
e to
the
des
ign
mak
ing
judg
emen
ts(e
.g.
with
in a
less
on)
crite
ria
Iden
tify
desi
gn p
ossi
bilit
ies
by
Use
a r
ange
of m
ater
ials
to
Wor
k ou
t, an
d re
flect
on,
the
Lo
g tim
e as
it is
use
dE
valu
ate
thei
r de
sign
idea
s an
d di
scus
sing
nee
ds a
nd o
ppor
tuni
ties
stim
ulat
e th
e im
agin
atio
n te
chni
cal d
etai
ls o
f the
ir id
eas
by
prod
ucts
by
com
parin
g th
em
pres
ente
d by
the
tas
k(e
.g.
pict
ures
, st
orie
s, p
oem
s,m
odel
ling
them
thr
ough
dra
win
g,
agai
nst
the
orig
inal
des
ign
crite
riam
usic
, vi
deos
, pr
oduc
ts)
disc
ussi
on, I
CT
and
in 3
-Dan
d su
gges
t im
prov
emen
ts
Dev
elop
des
ign
crite
ria t
o sa
tisfy
M
ake
conn
ectio
ns a
nd s
ee
App
rais
e id
eas
by c
ontin
ual
Pre
pare
an
orde
red
sequ
ence
for
Mak
e ju
dgem
ents
abo
ut t
he
the
desi
gn b
rief
rela
tions
hips
bet
wee
n th
e fo
rm a
ndre
fere
nce
to t
he d
esig
n cr
iteria
man
agin
g th
e ta
skor
igin
ality
and
val
ue o
f ide
as a
ndfu
nctio
n of
exi
stin
g pr
oduc
tsso
lutio
ns t
o fu
rthe
r th
eir
and
poss
ible
des
ign
prop
osal
sde
velo
pmen
t
Iden
tify
cons
trai
nts
impo
sed
by t
he
Use
a r
ange
of i
nfor
mat
ion
sour
ces,
Exp
lore
and
exp
erim
ent
with
and
Take
acc
ount
of t
he t
ype
and
Wh
en e
valu
atin
g t
he
idea
s an
dta
sk a
nd/o
r re
sour
ces
and
mai
nly
prov
ided
by
the
teac
her
then
sel
ect
appr
opria
te m
ater
ials
qu
ality
of m
ater
ials
and
p
rod
uct
s of
oth
ers
ackn
owle
dge
them
whe
n an
d pr
oces
ses
com
pone
nts
that
are
ava
ilabl
efo
rmul
atin
g cr
iteria
Find
and
sel
ect
info
rmat
ion
whi
ch
Use
a ra
nge
of s
trate
gies
to p
rodu
ce,
Iden
tify
alte
rnat
ive
met
hods
of
Und
erst
and
the
need
tha
t a
prod
uct
info
rms
and
clar
ifies
thi
nkin
g co
mm
unic
ate,
rec
ord
initi
al id
eas
proc
eedi
ng if
firs
t at
tem
pts
is in
tend
ed t
o se
rve
and
judg
e ho
wab
out
the
task
(e.g
. a
sket
chbo
ok t
o re
cord
2-D
sh
ould
fail
wel
l it
mee
ts t
hat
need
and
3-D
ske
tche
s, c
olla
ges,
not
es,
disc
ussi
ons)
to a
ssis
t se
lf-re
flect
ion
and
to d
escr
ibe
thei
r id
eas
and
thin
king
to
othe
rs
Use
exi
stin
g, fa
milia
r pr
oduc
ts
Dev
elop
the
cap
acity
to
build
M
anag
e so
me
shor
ter
task
s Id
entif
y th
at p
rodu
cts
are
mad
ean
d sy
stem
s to
info
rm t
heir
imag
es in
the
min
d’s
eye
inde
pend
ently
(e.g
. fo
cuse
d fro
m a
var
iety
of d
iffer
ent
mat
eria
ls
desi
gn t
hink
ing
prac
tical
tas
ks a
nd p
rodu
ct
anal
ysis
act
iviti
es)
Rec
ord
thei
r re
sear
ch u
sing
S
hare
dec
isio
ns a
bout
the
tas
k w
ithD
escr
ibe
accu
rate
ly h
ow t
heno
tes,
ske
tche
s, d
iagr
ams,
etc
.te
ache
rs a
nd/o
r ot
hers
part
s of
a p
rodu
ct a
re p
ut t
oget
her
Be
awar
e of
diff
eren
t ro
les
with
in a
E
xam
ine,
des
crib
e an
d ev
alua
te
grou
p si
mila
r pr
oduc
ts t
o ga
in u
sefu
l te
chni
cal i
nfor
mat
ion
Year
7 T
rave
l to
y
© Crown copyright 2004DfES 0971-2004 G
71 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Year 7 review
Units
1 2 3 4 5
Explore needs, wants and opportunities in the context of designing for themselves
Identify design possibilities by discussing needs and opportunities presented by thetask
Develop design criteria to satisfy the design brief
Identify constraints posed by the task and/or resources and acknowledge themwhen formulating criteria
Find and select information which informs and clarifies thinking about the task
Use existing, familiar products and systems to inform their design thinking
Record their research using notes, sketches, diagrams, etc.
Use strategies which generate a variety of design ideas quickly as a direct responseto the design criteria
Use a range of materials to stimulate the imagination (e.g. pictures, stories, poems,music, videos, products)
Make connections and see relationships between the form and function of existingproducts and possible design proposals
Use a range of information sources, mainly provided by the teacher
Use a range of strategies to produce, communicate, record initial ideas (e.g. asketchbook to record 2-D and 3-D sketches, collages, notes, discussions) to assistself-reflection and to describe their ideas and thinking to others
Develop the capacity to build images in the mind’s eye
Use a range of strategies to explore and experiment with ideas before makingjudgements
Work out, and reflect on, the technical details of their ideas by modelling themthrough drawing, discussion, ICT and in 3-D
Appraise ideas by continual reference to the design criteria
Explore and experiment with and then select appropriate materials and processes
Predict and manage the time needed to complete a short task (e.g. within a lesson)
Log time as it is used
Prepare an ordered sequence for managing the task
Take account of the type and quality of materials and components that are available
Identify alternative methods of proceeding if first attempts should fail
Manage some shorter tasks independently (e.g. focused practical tasks andproduct analysis activities)
Share decisions about the task with teachers and/or others
Be aware of different roles within a group
Evaluate their design ideas and products by comparing them against the originaldesign criteria and suggest improvements
Make judgements about the originality and value of ideas and solutions to furthertheir development
Understand the need that a product is intended to serve and judge how well itmeets that need
Identify that products are made from a variety of different materials
Describe accurately how the parts of a product are put together
Examine, describe and evaluate similar products to gain useful technical information
Exp
lori
ng id
eas
and
the
tas
kG
ener
atin
g id
eas
Dev
elo
pin
g a
ndm
od
ellin
g id
eas
Pla
nnin
gId
eas
and
p
rod
ucts
of
oth
ers
Ow
n id
eas
and
pro
duc
ts
Eva
luat
ing
Colour code
Launch objectives
Reinforce objectives
Share objectives
© Crown copyright 2004DfES 0971-2004 G
72 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Year 8 review
Units
1 2 3 4 5
Explore needs, wants and opportunities in the context of designing for clients
Explore and play with conventional and unconventional ideas related to the task
Recognise critical factors that need to be included as design criteria
Identify conflicting criteria and determine which should take priority
Discuss, debate, question and challenge information and the task itself
Use solutions to problems from the present, and other times and cultures, to inform their design thinking
Draw conclusions from the gathered information and comment on its usefulness
Produce and consider conventional, original, unusual, unique and/or eccentric ideas
Use a range of design strategies which combine creative thinking and the application of knowledge
Develop flexible and independent thinking about existing products and solutions (byencouraging questioning, openness to ideas and when generating design proposals)
Draw upon a wide range of information sources including those not provided by the teacher
Record and share ideas with others and gather and use constructive feedback todevelop a clear and detailed design proposal
Develop the capacity for manipulating images of products in the mind’s eye, in aconstructive or analytical way
Try fresh or alternative approaches when developing ideas and overcoming newproblems and challenges
Develop different strategies to elaborate, embellish, expand and develop design ideas
Seek opinions of potential users of the product and decide whether their design criteriaare accurate and detailed enough for the purpose
Find out what materials and components are available and use technical information todecide on their suitability for the task
Predict time needed for a series of subtasks within the overall task
Reflect and evaluate how time is used within an activity
Decide on the main stages of making and the order in which they must be carried out
Gather technical information about the materials and components available and use thisto inform decisions about suitability for purpose
Look ahead for problems and plan alternative ways of progressing and testing ideasand solutions
Carry out design-and-make assignments with teacher intervention and support whereneeded
Negotiate tasks with the teacher and/or others
Adopt given roles within a group
Discuss with the users of their product the extent to which it meets the original designcriteria and refine criteria further
Modify and transform ideas, changing direction if needed, ask questions (e.g. Where isthis going? Does it work? What do I do next? What makes a good ….?)
Justify decisions made in the selection of materials and methods of making
Suggest the criteria that might have been used when designing and making a product
Identify the different materials and components and suggest why they have been used
Name and describe the methods and processes used to construct the product
Distinguish between the quality of the design and the quality of manufacture
Exp
lori
ng id
eas
and
the
task
Gen
erat
ing
idea
sD
evel
op
ing
and
mo
del
ling
idea
sP
lann
ing
Idea
s an
d
pro
duc
ts o
f o
ther
s
Ow
n id
eas
and
pro
duc
ts
Eva
luat
ing
Colour code
Launch objectives
Reinforce objectives
Share objectives
© Crown copyright 2004DfES 0971-2004 G
73 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Year 9 review
Units
1 2 3 4 5
Explore needs, wants and opportunities in the context of designing for markets
Speculate about and envisage both common and unusual possibilities presented bythe task
Draw up a design specification for the product detailing the design criteria whichreflect a user’s needs
Select information sources, gathering and sorting that will help with ideas for, anddecisions about, the design
Explore ideas in ways that show an understanding of their impact for the future
Comment on how effectively the information has been used
Produce creative solutions which address the design criteria in expected and/orunexpected ways
Be prepared to take risks when generating ideas through a range of creative andcritical thinking techniques
Analyse how existing products are designed and made in order to provide a rangeof strategies and factual information to use when designing their own products
Combine ideas from a variety of sources
Record and share their ideas, encouraging feedback from users to refine theirinitial ideas and develop a full design proposal
Develop the capacity to create and develop proposals in the mind’s eye
Continually think visually, spatially and analytically when developing and evaluating ideas
Try alternative, sometimes unconventional, approaches for overcoming difficulties,modifying proposals and communicating these to others
Draw on mathematical, scientific and technical knowledge when appraising ideasagainst their design criteria
Make and justify decisions regarding the choice of materials and manufacturingprocesses and use them to draw up a manufacturing specification
Produce plans that allocate time needed to carry out the main stages of making(e.g. across a number of lessons)
Review progress against plans at important stages of the task
Match and select suitable materials considering their fitness for purpose
Prioritise and reconcile decisions about materials, time and production
Carry out design-and-make assignments in negotiation with the teacher, and beable to prepare and follow own design briefs
Work on tasks facilitated by the teacher and/or others
Choose to adopt an appropriate role within a group (e.g. leader, designer)
Review ongoing progress to meet criteria, invite feedback and incorporate it into work
Evaluate how their ideas and solutions would benefit individuals and/or the community
Identify any design weaknesses in the choice of materials and manufacturing processes
Formulate criteria to judge the quality of a product and the extent to which it meetsthe need, purpose and resource limits, and its impact on society
Make alternative design proposals regarding the choice of materials
Explain the choices and decisions made in designed and manufactured products,processes and systems and identify alternative possibilities
Appreciate the conflicting demands upon designers and makers and acknowledgethe balance between help and harm
Exp
lori
ng id
eas
and
th
e ta
skG
ener
atin
g id
eas
Dev
elo
pin
g a
ndm
od
ellin
g id
eas
Pla
nnin
gId
eas
and
p
rod
ucts
of
oth
ers
Ow
n id
eas
and
prod
ucts
Eva
luat
ing
Colour code
Launch objectives
Reinforce objectives
Share objectives
© Crown copyright 2004DfES 0971-2004 G
74 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Section 5Appendices
© Crown copyright 2004DfES 0971-2004 G
75 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Section 5Appendices
© Crown copyright 2004DfES 0971-2004 G
76 Design and technology: Framework and training materialsKey Stage 3 National Strategy
© Crown copyright 2004DfES 0971-2004 G
77 Design and technology: Framework and training materialsKey Stage 3 National Strategy
Appendix 1
GlossaryclientThe person who commissions the designer
contextThe situation in which the design activity is set
creative educationForms of education that develop young people’s capacities for original ideas and action(NACCCE)
creative thinkingThinking that leads to new insights, novel approaches, fresh perspectives, new ways ofunderstanding and conceiving ideas
creativityImaginative activity fashioned so as to produce outcomes that are both original and ofvalue (NACCCE)
critical thinkingPurposeful thinking that results in interpretation, analysis and evaluation. It is an essentialtool of enquiry
design briefA concise statement of the task, agreed between the client and the designer, which setsout the task and gives the context in which possibilities are to be explored
design criteriaThe performance characteristics, required by the client commissioning the product, againstwhich the product will be evaluated
design proposalA feasibility study which reveals one or more possible solutions to the design brief andwhich recognises existing constraints and meets the design criteria
design specificationA detailed statement, derived from the design proposal, which specifies the purpose andperformance characteristics of the product agreed between the client and the designer
designerThe person or company designing the product
manufacturer The person or company making the product
manufacturing specificationSpecific detail regarding every aspect of material, shape, form and construction which thedesigner communicates to the manufacturer
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78 Design and technology: Framework and training materialsKey Stage 3 National Strategy
modellingTrying out ideas in ways that are quicker, cheaper or more convenient than making the realthing (e.g. talking, drawing, using kits, materials, ICT), small sample recipe
technical informationData relating to dimensions, material properties, constructional details and manufacturingprocesses
userThe person who will use the product that is designed and manufactured
Appendix 2 to support the teaching of designing skillsUseful resourcesThese references may be useful for obtaining additional information about teachingdesigning skills and/or supporting activities.
Author Title Contact
DATA The design and technology www.web.data.org.uksecondary head of departmenthandbookSupporting the Key Stage 3 National Strategy CD-ROM
Design Museum Education resource packs www.designmuseum.org
Design Council The Big Zipper www.designcouncil.org.uk/Better by Design schoolresources/
Young Foresight Variety of designing activities www.youngforesight.orgaimed at Year 9
HMI/Ofsted A Report of the Ofsted www.ofsted.gov.uk/publications/Conference for Secondary docs/2860.pdfTeachers of Design and Technology, Teaching Designing
NAAIDT Guideline – Design and designing www.naaidt.org.ukThink on Quality through progression in design and technology
QCA Creativity across the curriculum www.qca.org.uk/onq/schools/ creativity_curriculum.aspwww.ncaction.org.uk
The sites below provide information about a range of curriculum development projects indesign and technology, some of which will be helpful for schools looking to support theteaching of designing skills.
www.cornwall.gov.uk/education/dmc (design and make centre)
www.cadinschools.org
www.ectinschools.org
www.foodinschools.orgwww.tep.org.uk (Technology Enhancement Programme)
www.nutrition.org.uk (British Nutrition Foundation)
www.nuffieldcurriculumcentre.org
© Crown copyright 2004DfES 0971-2004 G
79 Design and technology: Framework and training materialsKey Stage 3 National Strategy
© Crown copyright 2004DfES 0971-2004 G
80 Design and technology: Framework and training materialsKey Stage 3 National Strategy
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Ref: DfES 0971-2004 G
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