1. This site uses cookies. By continuing to use this site, you are agreeing to our use of cookies. Learn More.
  2. Hi Guest, welcome to the TES Community!

    Connect with like-minded professionals and have your say on the issues that matter to you.

    Don't forget to look at the how to guide.

    Dismiss Notice

Curriculum Review D&T where will we be?

Discussion in 'Design and technology' started by sorme, Jan 15, 2012.

  1. I am writing a research paper based on curriculum review. There is the governments curriculum review that we will be instructed to follow from 2014, what would your curriculum look like if Mr Gove gave you 'the teacher' or Head of department free reign? what would you deliver? how long would KS3 last? would you introduce vocational subjects/qualifications in Y9? what would you offer to KS4?
    What would your argument be for keeping Design & Technology within the school curriculum at all?
    All responses would be appreciated.
     
  2. That's what I need tech teach, your views & opinions! Freedom of speech is a remarkable thing.
    Muh appreciated
     
  3. This sounds really sensible but what about Food, Textiles, Child Development and Health & Social Care? these are often linked together in DT departments.
    Year 9 would be great for work experience, cross curricular work, learning to learn, study skills, exam techniques, coursework strategy skills and citizenship with Maths, English. Science, ICT and RE (ehtics). Perhaps this would also help students with low reading ages to catch up before GCSE's start to help every pupil achieve more, and every teacher facillitate better learning for GCSE.
     
  4. re

    re New commenter

    Food, textiles, childcare etc. used to come under the heading of girl's craft. Woodwork, metalwork technical drawing was boy's craft. When DT was invented an uncomfortable marriage was made between the two. Textiles can make a good case for being under the D&T umbrella, but I am very dubious about the others. I know some chefs design food, but it appears to me that teaching cooking skills is a great deal more relevant.
     
  5. I think it is time to include areas that reflect the modern world. Digital media is one area that should be considered. Why do we ignore animation and game design when this would be a great hook for so many students? Blender, Google sketch and the like are just the start of free and open source software that students can use at home. Creativity is the key and it is shortsighted to restrict this to the traditional approach of drawing and making foam models. I would still include a traditional aspect as one size does not fit all and students should be encouraged to find the media that suits them. If engineering is to be taught it should be in cross curricular modules with science and maths and not just on a curriculum map, with problem solving modules taught in D+T. Textiles and fashion design should also be included but I am unsure about Food Tech as maybe it should be part of a separate lifestyle curriculum as another post suggested. Hope this helps.
     
  6. I would agree. The reason why DT is where it is is that we still have resistant materials teachers making boxes out of MDF, somtimes with a door on and called a cabinet and sometimes on their end called a coffee table, but still a box. We have joined forces with art and expanded our department and outlook, bringing creativity and imagination. We have no problem filling our courses. Food tech is an essential part of product design, after all we all buy food products every day. I blame narrow minded teachers for putting the subject I love in jeopardy always lloking for what shouldn't be in it and not embracing new technology. Designing is about working as part of a team all too often we work as individuals.
     
  7. Generic Proposal



    <font size="3" face="Times New Roman">

    </font>Proposed
    amendments and or additions to the existing educational curriculum of subjects
    taught in school in England



    International
    Copyright Reserved In Perpetuity &copy; Vitruvian-Concepts 2011




    <font size="3" face="Times New Roman">

    </font>Flow Path Destination



    <font size="3" face="Times New Roman">

    </font>The National
    Education Curriculum Authorities of England




    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>Directory of
    Contents:



    Proposal
    # 1 Pages:
    1 and 2


    Proposal
    # 2 Pages:
    3 and 4


    Needs
    Analysis and Motivation Pages: 5 and 6



    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>Proposal # 1



    <font size="3" face="Times New Roman">

    </font>National Educational Curriculum


    Additional subject choice



    <font size="3" face="Times New Roman">

    </font>1.1
    Task


    To create and establish a structured
    educational curriculum for the design and draughting sciences and to ensure
    that these vital disciplines and life-skills are taught within the existing
    educational frame work of the United Kingdom educational syllabus.



    <font size="3" face="Times New Roman">

    </font>1.2
    Subject Discipline



    <font size="3" face="Times New Roman">

    </font>Design Technology &ndash; 1st
    year ---- With a major bias towards basic draughting skills


    Engineering Graphics
    and Design [aka] Technical Drawing &ndash;
    2nd, 3rd and 4th years



    <font size="3" face="Times New Roman">

    </font>1.3
    Curriculum
    composition of the proposed new subject discipline




    <font size="3" face="Times New Roman">

    </font>Design geometry and
    the golden ratio&rsquo;s


    Line work, Line
    segments, Multi-lines and angles


    Polygons


    Golden circle


    &middot;
    Helices,
    spirals, archimedean spirals, cams and mechanisms


    Solid geometry


    &middot;
    1st
    and 3rd angle projection


    &middot;
    Cut,
    pierced, interpenetration, transition pieces and developments


    Castings from
    industry


    &middot;
    Fasteners
    and Machine drawings


    Perspective geometry



    <font size="3" face="Times New Roman">

    </font>Generic Organogram ---- Flow Path 1



    <font size="3" face="Times New Roman">

    </font>&Oslash; Source Vitruvian-Concepts
    &ndash; Academy of Design and Draughting Sciences




    <font size="3" face="Times New Roman">

    </font> National
    Education Curriculum Authorities &ndash; United Kingdom



    <font size="3" face="Times New Roman">

    </font> 1: Proposed new &lsquo;Choice Subject&rsquo; at senior
    school level


    4 year programme



    <font size="3" face="Times New Roman">

    </font> Design
    Technology


    Engineering graphics
    and Design


    Technical Drawing


    Design and Draughting Science




















    </font><font face="Calibri">

    </font><font face="Calibri">

    </font>






    <font size="3" face="Times New Roman">

    </font>Proposal # 1



    <font size="3" face="Times New Roman">

    </font>Additional &lsquo;Choice&rsquo; subject within the
    National Curriculum framework during the last 4 years at senior school level




    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>Proposal # 2



    <font size="3" face="Times New Roman">

    </font>Academy of Design and Draughting
    Sciences



    Further educational and training for school
    leavers in order to achieve the following desired critical outcomes




    <font size="3" face="Times New Roman">

    </font>Non University
    candidates ----
    Candidates
    who do not qualify academically or do not desire to further their education at
    university level.



    <font size="3" face="Times New Roman">

    </font>o Desired outcome N-UC 1 Qualified
    draughtspersons who have the skills and knowledge to become economically productive
    members of their community and start their own draughting studio&rsquo;s, offices or
    practises




    <font size="3" face="Times New Roman">

    </font>o Desired outcome N-UC 2 Many students who
    earn a diploma or higher diploma in the design and draughting sciences [at a non-university level] will further their education at university level
    by enrolling in a degree in the architectural or engineering disciplines.




    <font size="3" face="Times New Roman">

    </font>University candidates
    ----
    Candidates
    who have been exposed to the design and draughting sciences at school and or
    post school level have a marked advantage [from
    an in-depth exposure to design and draughting theory and practice]
    during
    the first 2 years at university level in any of the architectural or
    engineering disciplines



    <font size="3" face="Times New Roman">

    </font>o
    Desired outcome UC 1 Technically
    advantaged students who are already skilled in the theoretical and practical
    applications of the design and draughting sciences.




    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>2.1
    Task


    To create and establish a specialist academy
    for the tuition of the design and draughting sciences. This academy will catering
    for learners of school leaving age



    <font size="3" face="Times New Roman">

    </font>2.2
    Subject Discipline



    <font size="3" face="Times New Roman">

    </font>Design and draughting
    sciences



    <font size="3" face="Times New Roman">

    </font>2.3
    Curriculum
    composition of the proposed new subject discipline




    <font size="3" face="Times New Roman">

    </font>o
    Module: DG: 101 to DG: 201 Design geometry and the golden ratio&rsquo;s



    <font size="3" face="Times New Roman">

    </font>o
    Module: OP: 101 Opportunities
    in industry




    <font size="3" face="Times New Roman">

    </font>o
    Module: CB: 101 to CB: 201 The client brief



    <font size="3" face="Times New Roman">

    </font>o
    Module: AR: 101 to AR: 401 Architecture &ndash; Functional design



    <font size="3" face="Times New Roman">

    </font>o
    Module: ST: 101 to ST: 401 Structures and Foundations



    <font size="3" face="Times New Roman">

    </font>o
    Module: SG: 101 to SG: 401 Site geometry and service reticulation



    <font size="3" face="Times New Roman">


    </font>o
    Module: ME: 101 to ME: 401 Mechanical
    assemblies and sections




    <font size="3" face="Times New Roman">

    </font>o
    Module: EL: 101 to EL: 201 Electrical layouts and line diagrams



    <font size="3" face="Times New Roman">

    </font>o
    Module: DO: 101 to DO: 201 Drawing office practice



    <font size="3" face="Times New Roman">

    </font>o
    Module: PD: 101 to PD: 401 Presentation drawings



    <font size="3" face="Times New Roman">

    </font>o
    Module: WD: 101 to WD: 401 Working
    drawings &ndash; legal requirements




    <font size="3" face="Times New Roman">

    </font>o
    Module: SW: 101 to SW: 201 Site
    work and the professional teams




    <font size="3" face="Times New Roman">

    </font>Generic Organogram ---- Flow Path 2



    <font size="3" face="Times New Roman">

    </font>&Oslash; Source Vitruvian-Concepts
    &ndash; Academy of Design and Draughting Sciences




    <font size="3" face="Times New Roman">

    </font> National Higher Education Curriculum Authorities &ndash;
    United Kingdom




    <font size="3" face="Times New Roman">

    </font> Proposed new &lsquo;Diploma&rsquo; and &lsquo;Higher Diploma&rsquo; study
    courses post
    school Level ---- 1 and 2 year full time study programmes




    <font size="3" face="Times New Roman">

    </font>&uuml;
    Diploma
    in Design and Draughting Sciences -- Dip
    [DDS]



    &uuml;
    Higher
    Diploma in Design and Draughting Sciences
    -- H. Dip [DDSc]




    <font size="3" face="Times New Roman">

    </font> Engineering graphics and Design


    Technical Drawing [Beginner
    to advanced level]






    </font>Design and Draughting
    Sciences




    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>Diploma &ndash; Dip. [DDSc]


    Design
    and Draughting Sciences





    </font><font face="Calibri">

    </font>



    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">




    </font>Higher Diploma &ndash; H. Dip. [DDSc]


    Design
    and Draughting Sciences




    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>Proposal # 2



    <font size="3" face="Times New Roman">

    </font>The creation of an academy of design
    and draughting sciences to assist in the further education and training of
    non-university and pre-university candidates.




    <font size="3" face="Times New Roman">

    </font>Needs Analysis and Motivation


    For the immediate implementation of the
    following&hellip;&hellip;&hellip;..




    <font size="3" face="Times New Roman">

    </font>&Oslash; Proposal # 1


    Additional subject choice
    added to the National Educational Curriculum of the United Kingdom




    <font size="3" face="Times New Roman">

    </font>&middot;
    Design Technology with a major bias
    towards the enhancement of the design and draughting skills amongst learners
    ---- 1st year




    <font size="3" face="Times New Roman">

    </font>&middot;
    Engineering Graphics and Design ---- 2nd,
    3rd and 4th years




    <font size="3" face="Times New Roman">

    </font>&Oslash; Proposal # 2


    The creation of an academy
    of design and draughting sciences to assist in the further education and
    training of non-university and pre-university candidates.




    <font size="3" face="Times New Roman">

    </font>&middot;
    Basic and intermediate design and
    draughting skills culminating in a recognised &lsquo;Diploma&rsquo; in the design and
    draughting disciplines




    <font size="3" face="Times New Roman">

    </font>&middot;
    Advanced design and draughting skills
    culminating in a recognised &lsquo;Higher Diploma&rsquo; in the design and draughting
    disciplines




    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>o
    Motivation



    <font size="3" face="Times New Roman">

    </font>1.
    Left brain &ndash; Right
    brain training




    <font size="3" face="Times New Roman">

    </font>1.1 The design and draughting sciences are one
    of the very few disciplines that allows
    or rather relies upon the student using both sides of the cerebral cortex to
    understand, control and eventual master, to varying degrees, the spatial
    awareness and logical progression of the subject.




    <font size="3" face="Times New Roman">

    </font>1.2 With minor exceptions, the educational
    curriculums of today, world-wide, are left brain centred and are designed to
    create these attributes, those of &lsquo;Linear Thinking&rsquo; in learners resulting in
    the &lsquo;Blinker Effect&rsquo; or &lsquo;Tunnel Vision Effect&rsquo; becoming part and parcel of the
    students everyday life.




    <font size="3" face="Times New Roman">

    </font>&sect;
    Left Hemisphere ---- Linear thinking
    mode [Rational and analytical]



    Scientific skills,
    mathematics, analytical, rational and
    logical processing
    .



    <font size="3" face="Times New Roman">

    </font>&sect;
    Right Hemisphere ---- Holistic
    thinking mode [Emotional and creative]



    Visual and spatial
    awareness, abstract thought, non-verbal awareness, creativity, imagination,
    seeing the &lsquo;whole picture in focus&rsquo;




    <font size="3" face="Times New Roman">

    </font> Therefore, student who desire to further
    their education within the realms of any one of the
    engineering disciplines are in the main, disadvantaged from the start as they
    are forced to &lsquo;Undo&rsquo; certain thinking modes and patterns and interlace these
    with a total new mode of thinking and being. This is not a fair or just system
    and the current &lsquo;Design Technology&rsquo; disciplines do little or nothing to correct
    this.




    <font size="3" face="Times New Roman">

    </font> It is therefore critical that students are
    taught to think with both the left and right cerebral cortices and the discipline of the &lsquo;Design and Draughting
    Sciences&rsquo; provides just such a vehicle for this to happen and be nurtured.




    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>2.
    Economic Empowerment
    opportunities -- Choices




    <font size="3" face="Times New Roman">

    </font>&middot;
    In today&rsquo;s economic climate it is
    imperative that &lsquo;Employment Opportunities&rsquo; are provided too as many school
    leavers as possible and more importantly, the decision for school leavers to
    have as wide a choice as possible concerning the own future employment
    possibilities




    <font size="3" face="Times New Roman">

    </font>&middot;
    A thorough background in the design and
    draughting sciences will open up a wide spectrum of &lsquo;Additional&rsquo; choices and
    therefore &lsquo;Additional&rsquo; career opportunities for the school leaver




    <font size="3" face="Times New Roman">

    </font>2.1 Additional career choices


    To name but a few&hellip;&hellip;&hellip;..



    <font size="3" face="Times New Roman">

    </font>2.1.1 Further education and training at
    university level




    <font size="3" face="Times New Roman">

    </font>&middot;
    Architecture


    Interior, Landscape, Conservation,
    Aeronautical or Naval architecture




    <font size="3" face="Times New Roman">

    </font>&middot;
    Engineering


    Structural, Civil, Mechanical
    or Automotive engineering




    <font size="3" face="Times New Roman">

    </font>&middot;
    Draughtsperson


    Draughtsperson, tracer,
    senior draughtsperson, draughting technologist, draughting technician, senior
    professional draughting technician




    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>2.1.2 A &lsquo;Sole Proprietor&rsquo; drawing office practice



    <font size="3" face="Times New Roman">

    </font>&middot;
    Social, personal and
    economic benefits



    Respected
    semi-professional person with a recognised diploma



    Respect, dignity and
    standing in the community.



    Financial independence,
    in charge of their own destiny, ability to create employment for others.




    <font size="3" face="Times New Roman">

    </font>&middot;
    Further education and
    recognition prospects -- Recommended



    ALL further experience,
    study and recognition status advancement should been done under the auspices of
    the
    &lsquo;Chartered Institute of Architectural Technologists&rsquo;,
    using their existing and or amended guide-lines




    <font size="3" face="Times New Roman">

    </font>v Diploma
    or higher diploma in the draughting sciences



    Professional
    Draughtspersons status






    v Diploma
    or higher diploma in the draughting sciences



    + 5
    years&rsquo; experience [as per C.I.A.T criteria guide-lines]



    Senior Professional
    Draughtsperson status



    -----------
    Possibly &hellip;. Junior Profile Member CIAT



    <font size="3" face="Times New Roman">

    </font>v Diploma
    or higher diploma in the draughting sciences



    + 10
    years&rsquo; experience [as per C.I.A.T criteria guide-lines]



    Senior Draughting
    Technician status



    ----------- Possibly &hellip;. Senior Profile Member CIAT



    <font size="3" face="Times New Roman">

    </font>v Diploma
    or higher diploma in the draughting sciences



    + 15
    years&rsquo; experience [as per C.I.A.T criteria guide-lines]



    Senior
    Professional Draughting Technician status



    ----------- Possibly &hellip;.
    Associate Member CIAT




    <font size="3" face="Times New Roman">

    </font>
    <font size="3" face="Times New Roman">

    </font>
     
  8. Food technology is an essential part of the design and technology curriculum. With statistically the 2nd to highest uptake subject based with design and technology at GCSE and also with similar design and technology results. Ofsted have also judged food technology in the past to display more outstanding teaching than any other design subject.
    The food manufacturing industry is one of the biggest manufacturing industries in the UK with one simple reason - they cannot ship production to countries abroad sue to tight food hygiene reguaktions and sell by dates. Most of the UKs economy relies on food product designers and producers. Not to mention that the service industry has the widest availability of available jobs at the moment so allowing students to train and progress within the food service industry will provide them with much more job choices in the future.
    A well delivered food technology curriculum should be modern, current and keep up to date with current technological developments. No "home baking" "pizzas" and "pasta" dishes but design innovations such as taking inspiration from foraging and "Noma" restaurants as well as molecular gastronomy. How is this not design?
    Within my lesson students do not follow any existing recipes or dishes. They learn cooking and chefing techniques in the highest detail and can make everything from scratch. Students then use these techniques to design and create their own dishes that have not been seen on the market before? How is this not design or technology?
    In an ideal curriculum for myself - I would say that food is the most essential subject - mainly because of the reasons listed above and also because its one of only a few subjects that you will use daily in your everyday life as you learn to cook and the skills around this for yourself and your family. Therefore it should be compulsory for every student to study.
     
  9. timbdesign

    timbdesign New commenter

    Is D&T an exam factory or should we be educating children for a challenging and changing world? We have to stop competing as D&T teachers.
    We will only survive if we can make the case for what is unique about our subject and selling it to the wider community in language anyone can understand.
    Design is the core process that binds us together and credibilty comes from rigorous application of science and maths commonly refered to as engineering.
    STEM is often used to describe what we do but is not widely understood and ignores aesthetics so why not STEAM? This is term gaining acceptance in the US but I think projects an outdated image so let's move the S to the end and we get TEAMS. Perfect, as it now encompasses the way most designers and engineers work - in teams. We should be doing more team work with pupils.
    So how do we sell our subject to the average parent? forget systems and control, food technology, resistant materials, graphic products and textiles technology. Pupils will be designing and engineering new prodcuts based on human needs and using a wide range of materials, techniques and processes
    Our world is faced with many critical challenges including food production, energy efficiency, recycling, green transportation, sustainability, etc.
    We should be making pupils aware of the big issues by having them work in teams on carefully focussed design and engineering activities using the most appropriate materials and latest tools and technologies.
    And how should we measure the success of any subject in school? Forget exam results and lesson observations, track where pupils go when they leave and measure teachers on how many pupils choose a career or further education related to our subject. If a pupil chooses a career in our subject surely we did something right?
     
  10. Hi nlawrence753, I know I'm about a year too late for this discussion but I am researching a proposal in my own school to join forces with DT (I'm Head of Art) I'm very keen to go with the idea and have been asked to consider a proposal to offer to the DT team. I have read your post here and would be really grateful if you could offer any further detail about how the merge took place and how the curriculum now looks with the two depts joined. Best wishes
     

Share This Page