your logo here naaidt conference, april 2003 yesterday, today and tomorrow mike ive obe former hmi...

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NAAIDT Conference, April 2003

Yesterday, today and tomorrow

Mike Ive OBE

Former HMI and Subject Adviser

Design and Technology

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Mike Ive

‘Yesterday’s man’

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Mike Ive

‘Old Has-been’

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Publications ICT - web for subject section ‘Good Assessment’ - web for subject section ‘Good Teaching, Effective Depts’ - D&T subject

section ‘Teaching designing’ - conf CD - March ‘02 ‘ICT in D&T’ - conf CD - Jan ‘03 D&T Summary of year - CD and web ‘D&T at a glance’ - stats summary

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Yesterday - D&T appeared in 1969 - London GCE

– 3 activities were there then - but the material range has expanded

‘Voc’ GCSEs have come, gone - and come It did not all start with the National

Curriculum! ‘Stand firm on what we have achieved’ -

but ‘push forward to what lies ahead’

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Today - issues GCSE assessment - QCA project in hand Boys’ underachievement

– Why the variation between schools and LEAs? A-level fall in A2 entry

– reduction of ‘broadening’ activity eg EES Urgent need for CPD - cf NSW - 5 days for voc

courses NOT ‘hit and run’ CPD

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APS 1994.00 1997.00 2001.00 Entry/cohort Diff '94-7 Diff '97-'01Diff '94-01Art 4.41 4.70 4.85 30.50 0.29 0.15 0.44Eng Lit 4.58 4.60 4.75 4.40 0.02 0.15 0.17IT 4.17 4.50 4.45 16.40 0.33 -0.05 0.28Eng Lang 4.44 4.40 4.63 94.00 -0.04 0.23 0.19German 4.43 4.40 4.52 22.20 -0.03 0.12 0.09History 4.21 4.40 4.65 31.90 0.19 0.25 0.44Geography 4.17 4.40 4.61 36.60 0.23 0.21 0.44Science 4.23 4.30 4.38 81.50 0.07 0.08 0.15PE 4.04 4.30 4.67 17.70 0.26 0.37 0.63Business 4.11 4.20 4.32 16.30 0.09 0.12 0.21RE 4.21 4.20 4.49 16.60 -0.01 0.29 0.28Spanish 4.00 4.10 4.40 7.10 0.10 0.30 0.40French 4.07 4.10 4.27 53.10 0.03 0.17 0.20D&T 3.72 4.10 4.35 74.80 0.38 0.25 0.63Maths 3.88 3.90 4.20 95.10 0.02 0.30 0.32Music 4.71 4.90 5.04 6.90 0.19 0.14 0.33

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Today - issues Primary - reduction in time - mainly post-

test in Y6! Little CPD this year Concentration on the core experience to

the exclusion of other crucial Subject knowledge and expectations are

particularly low

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Group Sizes - still too big!

2001 {00} [99] (97) [96] - 2500 lessons/phase

KS1 51%{58}[58](62)[55] 25+, 2%{12}[18](22)[20] 30+ KS2 72%{76}[77](72)[65] 25+, 20%{32}[37](32)[26] 30+

KS3 49%{49}[53](43)[35] 20+, 6%{6}[5](5)[4] 25+, 0.3%{0.5} 31+ KS4 33%{34}[32](30)[26] 20+, 3%{4}[3](4)[4] 25+, 0.3%{0.5} 31+

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Today - Key Stage 3Curriculum “The work in Year 9 is very similar to that in Year

7.” Progression “Does not meet needs of most and least able”

Differentiation “Not using all the 3 strategies, especially

product analysis, or teamwork well” Narrow Unadventurous - content AND approach Boring?

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Key Stage 3 Strategy Foundation subjects

– Audit– Action Planning– 14 modules available– 3 part lesson– D&T strand from September

Make it subject specific!

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KS3 Strategy ‘You can run but you can’t hide!’

A great opportunity if taken alongside looking again at

‘content’ DATA involvement - fearsome timescale

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Good D&T - Curriculum Builds on KS2

Set realistic goals and deadlines (not attempt too much)

Match National Curriculum and examination requirements

Rotational courses build on previous modules

Each D&T field offers its own strengths eg food - speed of

design/make/test/evaluate cycle

Plan to avoid bottlenecks eg 1+ projects simultaneously

EO aware - tasks that appeal to boys and girls, SEN, G&T

Using ICT, match pupils' interests, relevance, industry

Keith Wheeldon HMI

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Good D&T - Teaching Lesson objectives - learning outcomes NOT activities

Interesting and exciting starting points

Designing need not be on paper

– Empirical designing - make and test

– Intuitive designing - get on and make it, refine as you go

Analyse other products

Modeling using - drawing and sketching, talking and discussing,

materials, kits, ICT, CAD/CAM

Keith Wheeldon HMI

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Good D&T - Teaching Teachers(or technicians, or older pupils) check Internet & library to direct

pupils to specific sites & publications

Teachers know pupils’ progress, what they need to do next

Analyse and break down skills step-by-step, inc designing

Use evaluation to develop understanding & for assessment

Ensure choice & access to resources help lead to success

Content perceived by pupils as highly relevant

Encourage risk taking & accept they do not know it all

Develops tenacity so there is never an idle moment

Keith Wheeldon HMI

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Use of new technology

D&T - top of the list!

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CADCAM

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CADCAM CAD - Still - Need genuine

improvement in designing - not just the appearance of design capability as seen in impressive drawings

CAM - Going beyond profiling and the ‘easy bits’ in textiles - the process is dominating the form

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Hardware

Computer Systems that meet the needs Graphics needs powerful machines, not

cast-offs from computer suites The constraints of ‘desktop’ systems

versus the freedom of wireless laptops

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Hardware

The constraints of ‘desktop’ systems versus the freedom of wireless laptops

‘Chained libraries’ are out-of-date! Take the computers to the pupils

rather than the pupils to the computers!

What do you think?

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Update …… or we die - as a subject and a country!

Our D&T curriculum must be up-to-date Use new materials, components and

processes Develop cross-focus areas Use ICT as a tool and a component - - but mesh with other aspects of D&T

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ECT, control concepts Ignored by many - 9% entry at GCSE What should we do? Control - have we got it right?

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ECT, control concepts

We have

- the resources,

- the curriculum materials and

- the training programmes

- but insufficient funding

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Green Paper 14-19

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Tomorrow - issues: 14-19 KS4 - mandatory status & disapplication KS3 Strategy - D&T strand - DATA involvement

- urgent need to enliven - contraction of range of activity - whatever happened to ‘egg races’?

Future of GCSE - modular? A vocation strand/units - greater involvement

of industry What about D&T in FE?

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The days of mandatory D&T

5-16 are over!

Disapplication still the route

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Issues Specialist Schools - inc Engineering Double GCSE in vocational subjects -

inc Engineering and Manufacturing

- Where is the ‘vocational dimension?’ Stimulating environment Lots of opportunities

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Issues Assessment & planning disconnected Assessment must fit learning objectives -

write the LDs as task specific statements If rotational - deliberately make tougher

and build on earlier experience Start selling the subject again Do the activities have ‘street cred’?

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Issues Leadership and Management -

weaker than other subjects

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Good D&T - Leading & managing

Philosophy shared by all

Teachers recognise and exploit one another's strengths

Meetings that focus on teaching & learning, not admin

Clear job requirements

Training to benefit department and individual

Good use made of technician support in all fields of D&T

Adequate funding Keith Wheeldon HMI

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Issues Staff shortage Most teachers now come via PGCE -

problems with depth/breadth of subject knowledge - need for ongoing CPD

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A*-C Resistant Materials 2001

0

10

20

30

40

50

60

70

80

A B C D

Boys

Girls

All

A*-C Food Technology:2001

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

A B C D

Boys

Girls

All

A*-C Graphic Products: 2001

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

A B C D

Boys

Girls

All

A*-C Textiles Technology 2001

0

10

20

30

40

50

60

70

80

A B C D

Boys

Girls

All

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Other issues Accommodation

- good examples

- ‘Guide’ rewrite on the web

- PFI

- more examples please! Staffing

- dire - your ideas please!

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Good D&T - accommodation

Initial impressions set the tone and ethos

Eye-catching displays to inspire & celebrate success

Attractive, orderly environment reflecting the subject

Resources accessible & easy to check, often colour-coded

Space for practical work, drawing, research and writing

Place for folders, coats, products, etc Health & Safety eg dust/ food/textiles/electronics

Keith Wheeldon HMI

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The future

“To ensure that future is well planned, I am setting up a Design and Technology strategy group, bringing together key people to advise on how we can continue to bring new technology into schools. We will involve teachers and the wider D&T community as we go along, because without your support and commitment, we shall not progress.” Michael Wills, Minister of State, March 2001

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D&T strategy groupTo advise DfES Ministers on developments in D&T, including the introduction of new technology, and to make recommendations of workable proposals, both in the short term and long term on how the subject might contribute to key DfES initiatives as outlined in the White Paper.

Once a term until Dec 2002

Interim recommendations in Summer 2002

Final recommendations in March 2003.

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Strategy Group Report

Research literature survey Specification for CAM R&D in assessment - mismatch between

objectives and methods Develop training - Foundation Stage

teachers

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Strategy Group Draft Recommendations D&T entitlement at KS4 - Curr Dev to fit

in with 14-19 developments Modernising of the D&T curriculum Support for design and enhancement of

the D&T accommodation Development of teacher education Systematic research be funded Investigate funding streams

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Tomorrow - Subject Specialism

SoS to SHA ‘passion for their subject’ ‘keep up-to-date’ place of support staff support from - QCA, subject assoc, spec

schools, advisers, ASTs, SS Trust, HEI multi-media resources centres of excellence?

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Memories!

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So where do we go from here?

The future …. yours and mine ….

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.. is what we want to make it!

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your logo here naaidt conference, april 2003 yesterday, today and tomorrow mike ive obe former hmi...

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