Looking sideways in the school curriculumIs there a case for linking d&t and science?

David Barlexdavid.barlex@btinternet.com

@DavidBarlex http://dandtfordandt.wordpress.com/

Overview of the day

• Key note with Q&A• Developing a unit of work that exploits links between

science and d&t• Providing a justification to a school SLT for this

collaboration in terms of:– pupil learning– staff development– school performance

• Presenting the unit of work• Presenting the justification

Keynote Overview

• STEM?• Clarifying identities• Pupil design decisions• Clarifying contributions – utility/purpose• Where to start?• Your task for the day

STEMFortuitous acronym National agenda

Overarching concept Passing fad

The Royal Society Seminar Report

S T E

MInside the classroom

S T E M

In the world outside school

Benefits of a co-ordinated approach• Marching in curriculum step• Painting a fuller picture of STEM outside the classroom• Showing the value of difficult subjects• Uncovering the E & M that lie hidden in other parts of the curriculum• Modelling - a new dimension for the ICT and math curricula

All members of the community need to be treated as autonomous players … foster a culture of co-operation not competition.

It is important to preserve the integrity and identity of individual subjects … as well as showing how the subjects support one another.

John Holman

Michael Reiss

Clarifying identities…understanding the world through the specific disciplines of biology, chemistry and physics … essential aspects of the knowledge, methods, processes and uses of science…recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena… science can be used to explain what is occurring, predict how things will behave, and analyse causes … science has changed our lives and is vital to the world’s future prosperity, a

…Using creativity and imagination… design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. … a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. …take risks, becoming resourceful, innovative, enterprising and capable citizens. … evaluation of past and present design and technology, … develop a critical understanding of its impact on daily life and the wider world. …makes an essential contribution to the creativity, culture, wealth and well-being of the nation. Extracts from New Programmes of

Study for science and D&T

Phenomenon

Observation leading to descriptions i.e. data

Abstract models providing understanding, explanation and prediction

Ideas as to what might be

A description i.e. specification

Novel, real outcomes – artefact, system or environment

From concrete to conceptual From conceptual to concrete

SCIENCE D&T

MarketingWho it’s for

ConstructionalHow it fits together

ConceptualWhat it does

TechnicalHow it works

AestheticWhat it looks like

Pupil design decisions

Clarifying contributions

The model

Purposeful activity in one subject

is enhanced by

the utility of other subjects

In design & technology

The making of design decisions

is enhanced by

the utility of science (and mathematics)

The mutual benefit

The utilisation of science and mathematics enhances pupil achievement not only in design & technology but also in science (and mathematics)

The challenge

Demonstrating the enhanced achievement

Where to start

For the D&T teacher• An existing project• A contemporary issue• An open starting point

For the science teacher• A particular

phenomenon• A demanding concept• A science-society issue

Relate to the learning!

An existing project

PROTECTIVE TEXTILES

A contemporary issue

An open starting point

A particular phenomenon

The peltier effect

A demanding conceptThe Electromagnetic Spectrum

A science-society issue

Food SecurityGM CropsOr Nature’s Way?

D&T Learning

MaterialsManufacturingFunctionalityDesignCritique

Science Learning

Particle theory of matterForce and motionEnergySolar system as part of the UniverseThe Earth is in continual developmentOrganisms are cellular and compete for energy and materialsGenetic information passes from one generation of organisms to the nextThe diversity of organisms, living and extinct, is the result of evolution

Your task

• Working in groups develop the detail of collaboration between science and design & technology for a particular unit of work

• Develop a presentation to SLT – Describing the collaboration– Justifying the collaboration

• Make the presentations– Start time 15.00– Time per presentation 5 minutes– Slide limit – 6 slides

http://www.routledge.com/books/details/9780415675314/

Available 14 April 2014

1 What is STEM? 2 A curriculum for STEM – ‘Looking sideways’ 3 Teaching Science in the light of STEM 4 Teaching Design & Technology in the light of STEM 5 Teaching Mathematics in the light of STEM 6 Project work and problem-based learning through STEM 7 Enabling the ‘E’ in STEM 8 The role of STEM enhancement and enrichment activities 9 Computing, digital literacy, IT, computer science, TEL and STEM 10 Creating an environment for sustaining STEM 11 Future visions for STEM