Making Every Child Matter Welcome to the First Issue of Primary Subjects: Design and Technology, on the Theme of Making Every Child Matter

DesTech_BL3.qxd:Layout 1 13/3/08 20:00 Page 1 issue one summer 2008 Making every child matter Welcome to the first issue of Primary Subjects: Design and technology, on the theme of Making every child matter. Here we show how D&T matters to all children; overleaf ‘Everyone plays’ describes an inclusive design project that embeds the outcomes of Every Child Matters. We hope there’s something here that you as subject leader can use and share with your colleagues, especially those who may be new to D&T.

Introduction Understanding design and technology Design and technology is more than just a craft activity. The national curriculum emphasises its importance in enabling children to ‘intervene to improve the quality of life’ by designing for a user or a particular context. It is demanding for children: they must draw upon under - standing from maths, science and other areas and apply it in a practical way to generate solutions. D&T allows children to identify and solve their own local problems and to powerfully make a difference in people’s lives.

Design and make assignments (DMAs) offer children opportunities to demonstrate their knowledge, understanding and skills. You can support them by teaching focused practical tasks (FPTs), demonstrating and practising You should be careful of planning a project where: new skills and techniques, and also investigative and evaluative tasks (IDEAs) to understand similar products and • children focus on the aesthetics, without being asked how things work. A unit of work should be made up of to think about the functional characteristics. (For these three different activities (DMAs, FPTs, IDEAs). example, using appliqué or tie-dye to decorate a piece of fabric, where the fabric is not subsequently used in a functional product) What sort of assignments should a • children do not have a user or purpose in mind for teacher plan? the product they are designing. (For example, designing and making a moving vehicle without In the DCSF/QCA Scheme of Work and D&T Association identifying who or what their vehicle is going to website you will find several good examples. carry) Characteristically, they: • children are only making, with no designing. (For • emphasise the functional characteristics as well as example, making a fruit salad to a recipe set by the the aesthetic qualities of the product children are teacher with no opportunity for designing; or making designing and making; a model of a home from a box by copying an • encourage children to consider the needs of the user illustration in a textbook.) and the purpose of the product; Whilst these activities give children a chance to practise • involve children in designing as well as making their skills, what they lack is the vital opportunity to products. apply them in a real design and make assignment. DesTech_BL3.qxd:Layout 1 13/3/08 20:00 Page 2

Everyone plays Are you sure that the ECM outcomes are embedded in your planning? Here’s an example of a planned project that does just that – and we’ve followed it with a checklist for you to share with colleagues when you’re next thinking of future work. ‘Everyone plays’ is an inclusive designing project which embeds ‘making a positive contribution’.

Amy, a young girl with spina bifida who uses a walking frame, ‘Is the play equipment good? … for everyone?’ wants to play with her friends at the local playground. She ‘Do we need special equipment to play with?’ needs to gain access, reach and operate the playground ‘How can we include all users of the playground?’ equipment. If she cannot then she is ‘designed out’. ‘What do they need and want?’ Show the children photos of equipment that have been Design everyone in designed for a wide range of users and those that are less Poorly designed equipment, buildings and transport services well designed. Look at the differences. prevent disabled people from fully participating in society. This is a problem for everyone, not just disabled people. It is 3. Focused practical tasks vital that tomorrow’s engineers, designers, architects and Show the children some basic modelling techniques, and talk planners have a full understanding of the need for an about how designers use modelling to develop their ideas. inclusive environment. Let’s help children to ‘design everyone in’ as a matter of course, rather than think later about Show the children how to construct a square or rectangular adaptations to existing designs. frame using construction kit framework components, and how they could make the frames more stable and able to withstand greater loads, e.g. by adding further kit parts or materials such as string or card, or by adding supports.

4. Design and make assignment To address the design brief, the children now bring together what they have learned. For this stage, you become a facilitator, and the children take ownership of the project.

Explain to the children that they are going to design and make models of equipment for a playground. The equipment must be designed to include as many users as possible. Discuss the intended users, e.g. children with disabilities or special needs, and the type of equipment that the user would like, e.g. the playground could be either traditional or based on a particular theme.

Give the children an opportunity to discuss their ideas and use pictures and words to explain what they would like to The theme of this project is playgrounds. It focuses on good make. design that helps everyone play. With older children, your ‘Who is the equipment for?’ theme could be fairgrounds. ‘What could you do?’ ‘Does it meet their needs?’ Planning a playgrounds project ‘What do you need to know? Who could you ask?’

In this unit children explore playground equipment in their At key points gather the children together to talk about their locality and then design and make a model. They investigate work. materials used, what the different parts of the equipment are, ‘How will you make it stable?’ and how they have been assembled. They think about a wide ‘How could you make it stronger?’ range of playground users – children who may be blind or ‘Have you thought about the user?’ partially sighted, deaf or hearing impaired or wheelchair users – and equipment that can be designed for their needs. Encourage the children to evaluate their own work and that of others in a positive manner. 1. Investigating what exists already and how it ‘Is the equipment suitable? Is it fun to use?’ has been made Take the children on a local playground tour. ‘Why do we have playgrounds? Is the play equipment good? Need some help? • You can get further information about the playgrounds Why?’ project from the DCSF/QCA unit of work Use photographs of different types of playground equipment (http://www.standards.dfes.gov.uk/ for children to name and label the parts and the materials schemes2/designtech/det1b/?view =get). used. ‘Why have these materials been chosen? Is the equipment • Free to download PowerPoints and worksheets on easy and safe to use?’ Designing Everyone In – Everyone Plays, plus an Inclusive Designer certificate, are available from the D&T 2. Understanding the user Association/ DPTAC, e-mail [email protected] or Show the children pictures of different playground users – http://www.data.org.uk/index.php?option=com_content& ages, sizes, and disabilities. task=view&id=247<emid=320. DesTech_BL3.qxd:Layout 1 13/3/08 20:00 Page 3

This is how design and technology contributes to the Every Child Matters outcomes.

Stay safe • Use tools and equipment safely • Care for others • Use products safely and ‘design safety in’ • Prepare food safely

Be healthy • Design and make recipes for a healthy diet • Design and make products to help people lead healthier lives • Understand how poorly designed products may affect health (ergonomics)

Enjoy and achieve • Develop products to meet their own and other people’s needs • Develop creativity, risk taking and innovation • Enjoy seeing their ideas made into reality • Understand the made world in and beyond school • Create practical solutions to problems relevant to their own lives

Achieve economic well-being • Discover what we design and manufacture locally and in the UK Make a positive contribution • Find out who works in designing • Design products that make a and manufacturing – product difference designers, chefs, engineers, architects … • Think about inclusive design and sustainability • Understand the difference between shop bought and • Design and make for others in homemade their community • Learn enterprise skills (making • Challenge existing designs products that can be sold) • Design collaboratively to • Make recipes to a budget develop better ideas DesTech_BL3.qxd:Layout 1 13/3/08 20:00 Page 4

What do we do? The Design and Technology Association inspires, develops and supports excellence in design and technology education for all. We: • promote, represent and support design and technology professionals; • influence the development of a high quality curriculum; • enhance the quality of teaching and learning in design and technology, and • develop positive links with other curriculum areas, and with industry and commerce. What do you get? If your school takes up primary membership, you and Look out for … your colleagues will receive: Active Kids Get Cooking • a dedicated primary poster publication, D&T Primary, every term with free supporting downloads Challenge 2008 (worksheets, activities and presentations) – that’s 12 This year’s challenge celebrates the diversity units of work a year! – and other resources from the of foods from around the UK. Create a two- D&T Association website course meal (main dish and dessert) that can be shared with your friends and that Designing magazine, every term including two • uses your local/regional ingredients. Closing posters per issue, focusing on activities from teachers date 23 May 2008. For more information and inspiring classroom practice visit www.activekidsgetcooking.org.uk • a monthly electronic news update, D&T Stream • discounts on D&T Association publications, including Did you know?... the popular Helpsheets and Primary Lesson Plans The Food Partnership offers all national and regional conferences and CPD • primary teachers free training to opportunities help you deliver practical food work in your classroom • an opportunity to take part in the annual and achieve Healthy Schools status (www.healthy International Research and Education conference. schools.gov.uk). All training is accredited and funded • access to consultants who specialise in all areas of by the DCSF. Check the website design and technology. www.foodinschools.org for more information.

The D&T Association is involved in developing the subject through new and adapted units of work. Hot off the press:

Design and Technology Association, D&T and the SEAL programme 16 Wellesbourne House, Walton Road, NESTA’s ongoing Taking a Leap programme focuses on Wellesbourne, Warwickshire, CV35 9JB. helping pupils take risks when they are designing, tel 01789 473902 whilst reflecting on the emotional and metacognitive aspects of their learning. A key feature of the project fax 01789 841955 is the importance of creating a secure environment e-mail [email protected] and supportive relationship with the teacher for all pupils, in order to push the boundaries of their www.data.org.uk learning. Materials and strategies, including training and support for teachers, guidance, training materials and classroom resources are being developed and piloted and then disseminated nationally. www.nesta.org.uk/programmes/future_ innovators /taking_a_leap.aspx

This pamphlet is part of Issue one of Primary Subjects, published by CfSA. Unless otherwise indicated, the content is copyright free for use within your educational establishment. other areas ofthe curriculum. expectations interms ofbehaviour orresults in possibilities, even thoughthey may notmeet with alternative solutions, strategies and Technology are oftenthe oneswho cancomeup Pupils withhigh-level capabilityinDesignand giftedSupporting andtalented children • • • • capability may show upin: may inothersubjects. struggle Indicationsofexceptional D&T, therefore, canprovide for opportunities thosewho may nothave exceptional talentinallareas ofD&T. In capability may needtailored resources. Oneindividual average all-rounder inmind, soapupilwithhigh-level ofworkMost publishedschemes are designedwiththe both allowed andencouraged. friend, creating anenvironment inwhich innovation is pupil,each offering active support, andalsobeacritical As teachers, we needtobothrecognise thepotentialin have notconsidered. seeing possibilitiesandsuggesting ideasthatothers products a capacitytoanalyse andevaluate problems and themselves) responses toquestions(orinposedby pupils the outcomesofspecific designingandmakingtasks developing appropriate skillsandknowledge ofspecific guidance inrecognising withD&Ttalent, children andin place. Teaching staff may colleaguesandsupport need which therecognition andnurturing oftalentcantake One aspectofyour role istodevelop aframework in D&T subjectleader Meeting needs–therole ofthe providing anatmosphere inwhichcreative D&Tcantake whole class, through the exchange ofideasandin forPlanning support thesepupilscanoftenbenefit the their peers. that develop skillsatamore advanced level thanthoseof more complex orcreative thinking, orextension activities introducing more challenging designbriefs thatrequire able pupilstodevelop talents; theirparticular e.g. ownership of ‘design andmake’ activities; thisallows more Make sure allpupilsare offered togain opportunities resources them. tosupport thing to catch theeyething tocatch orfit theopportunity. multiple solutionstoaproblem, orseeingjusttheright cognitive aspectsofdesigning: beingabletoimagine foodstuffs. Alternatively, atalentmightbewiththemore another hasareal gift for colours andflavours of good atimagining exciting possibilitieswithtextiles, while terms ofpractical capabilities, mightbevery onechild subject areas too. and achievements inother stimulate their motivation one subjectarea can confidence andesteemin achieved. Raisingapupil’s the highqualityofwork local community recognise school, asparents andthe reflect uponthewhole and celebrated. This can achievement isrecognised an ethosinwhichcreative talents, andthus todevelop potential andrecognised individuals withhigh as think ofchildren learning encourages us to concern for personalised place. The government’s

issue two autumn 2008 Alarming vehicles The unit Alarming vehicles is an example of a unit of work adapted to include enrichment and extension activities appropriate for pupils working at a higher level.

You can find the full unit, free to download until the end of the Autumn term, on the D&T website (www.data.org.uk) in the Resource Vault/Non- members area under ‘Primary Classroom Resources’.

Through its membership publication D&T Primary and associated website resources, the D&T Association develops new units, or adapts them from the QCA scheme, to provide stimulating and innovative D&T teaching materials. This unit was developed in collaboration with Enginuity in Shropshire and draws upon QCA Science units 2F: Using electricity and 4F: Circuits and conductors, as well as D&T unit 4D: Alarms.

While Alarming vehicles was conceived for Year 4 pupils, it includes activities for Years 5 and 6 which teachers may judge appropriate for highly able pupils in Year 4, and for mixed age classes. For example, as well as covering circuits and different switches and alarms it includes vehicle construction and has a range of worksheets and sample vehicle nets. One PowerPoint presentation includes design briefs, different alarm systems and how they work, meeting the needs of the user, switches, sensors and circuit diagrams. A second presentation looks at vehicle construction, fitting a circuit and investigating and making switches. There is also a helpsheet of switches and their uses, construction methods, teacher tips and a glossary.

There are opportunities in this unit to extend tasks to an appropriate level for the class and individuals. You may wish, for example, to change the order and adapt aspects of the following to allow for greater creativity and scope for development. Additional elements of making the alarm for a specific need and user, and designing and making a • investigate examples of different commercially vehicle, ensure that there is scope for pupils to develop produced switches by taking them apart to see how their work to a level that fulfils them, while remaining they work, and use them in simple circuits. engaged in the class activity. More able pupils could look at a wider range of switches Moving forward: IDEAs for different applications. They might also consider a wider range of vehicles or more complex set of needs of a driver. (Investigative, Disassembly and This stage is closely related to unit 4D: Alarms, but talking Evaluative Activities) about car alarms and the needs of different users can Invite pupils to: draw out additional ideas for designing and making. • discuss examples of alarm systems shown in the PowerPoint and worksheet, and suggest where and why FPTs (Focused Practical Tasks) they are used FPTs also extend the original unit, again supported by • focus on the needs of drivers: the types of alarms that worksheets. A discussion of alarm systems can lead to: could be used for different vehicles • considering a simple circuit diagram to show how to make circuits with batteries and a variety of switches, bulbs, buzzers or bells • discussing the main components in a simple circuit, why a circuit needs to be complete and how different types of switches are used • drawing the circuit diagram for the alarm system in their car • showing examples of homemade switches and making Truck models made from nets. their own (the helpsheet has examples of this). 1 Ask the pupils to make prototypes of their ideas, which then develop into high-quality products, using labelled drawings to inform others about their ideas. The degree to which models are finished will depend upon skill levels and how quickly children complete the tasks. 2 Ask them to explain how they will make their alarm, and the sequence in which they will make it. They will need to consider the circuit and the type of switch Circuit diagram. they will use. 3 Encourage discussion of the progress of the work and evaluate any changes made. 4 Ask them to test their models during development and to adapt where necessary. At the end of the assignment, the alarms can be tested, e.g. by the children trying to move/tilt/load vehicles or open doors and boots etc without the alarms going off. 5 Ask them to evaluate their finished models against their design criteria and to suggest improvements.

Example of an alarm circuit in a vehicle. More able pupils could be challenged to work alongside a More able pupils could learn how a control programme real designer who can offer works, experimenting with inputs and outputs, and be set different ideas; or you could more challenging questions: ‘What does each electrical set a more complex design symbol represent and what function does it perform in brief: an emergency vehicle the circuit?’; ‘When connected to a circuit, what type of siren that responds to output device do you want – sound, light or movement?’ certain conditions, or a vehicle net for a new DMAs (Design and make activities) vehicle. Discuss the task of making an alarm to protect a vehicle Some colleagues may feel or driver, or to sound a warning to others. The design less than confident in some should reflect the purpose of the vehicle and the needs of areas of D&T (electronics is the person who will use it. These activities are again often cited) and the supported by PowerPoint presentations and worksheets, Pickup truck and possible alarm resources provided with this although you should supplement them with additional system for a pickup truck. unit offer support here too. materials where possible. An additional benefit of meeting the needs of highly able pupils is that it can raise teachers’ levels of knowledge.

Investigating car alarms worksheet, Investigating Switches worksheet and a Labelled Drawing worksheet. Free resources ‘Dips and Dippers’, a full unit D&T news of work for Year 3 pupils, is freely available to download Primary CPD on the D&T Association’s Following two successful conferences in July, the D&T Association website for a limited time is offering a number of regional events in the autumn term. They only. It draws on QCA unit 3B: will focus on setting up local primary branches where members Sandwich snacks, and looks at and non-members can meet to exchange ideas and support, and designing healthy dips for a will include practical activities linked to higher order thinking and party, comprising an adapted resources available to members, including 12 new and updated unit of work, evaluation units of work per year. sheets, worksheets, helpsheet Other primary conferences dates: and PowerPoint presentation. 9-10 October 2008 (London) Find it in the resource 6 February 2009 (Leamington Spa). Further details on the vault/non-members area of Association website (www.data.org.uk). the website.

Butterflies in my Tummy The D&T Association is teaming up with Shropshire LA, Birmingham City University and NESTA on NESTA’s Taking a Leap programme – how to help pupils take risks. The initial pilot phase with 20 schools was completed during the summer, accompanied by training and support for teachers, guidance, training materials and classroom resources. After review, this will disseminate nationally. Further details can be found on the Association website: Primary/Awards, challenges/NESTA Butterflies.

For further details contact John Culpin at: [email protected] NAAIDT produces a range of resources for primary D&T; these are available online – see website for further details. Need help with food technology? Join the D&T Association The Food in Schools www.naaidt.org.uk programme is designed to help you develop food education in your school. In a tried and tested approach, secondary specialist food technology teachers provide free training days, with updates on the latest thinking on healthy eating, important health and hygiene requirements to make cooking safe in the primary school and a practical skills session To get all the benefits of membership, including magazines, plenty based around the QCA scheme of work. It is a fantastic of resources, advice and all the advantages of belonging to a opportunity to spend two days focusing on an important area of subject association, contact: the D&T curriculum, giving access to a wide range of resources with time to explore ideas with other teachers and a curriculum David Wooding, Membership Secretary specialist – and it is free! The benefits to your school include The Design and Technology Association enhancing the curriculum, providing excellent evidence towards meeting the healthy eating strand the of Healthy Schools 16 Wellesbourne House, Walton Road, programme, and help towards writing a whole school food policy. Wellesbourne, Warwickshire CV35 9JB To find out more visit www.foodinschools.org or e-mail [email protected] tel 01789 473902 (direct line) fax 01789 841955 D&T Primary e-mail [email protected] The September 2008 issue of the D&T Association’s primary publication, D&T www.data.org.uk Primary, focuses on SEN issues, and includes four downloadable new or adapted units of work, as well as two large posters for use in the classroom. D&T Primary is delivered termly to primary members, each issue including a range of downloadable resources as well as articles and news.

This pamphlet is part of Issue TWO of Primary Subjects, published by CfSA. Unless otherwise indicated, the content is copyright free for use within your educational establishment. to theminsideandoutsideofschool. by designingandmakingthingsthatare relevant environmental, social, economicandmoral issues are anatural oftheirlives. part They learnabout – anddosoby lookingateveryday products that sustainability, cultural values andclimatechange interdependence oftheirlives andothers, dimension. They investigate issues–the through which children canexplore theglobal Design and Technology istheidealmedium engaging withglobalisation made? Who madeit?How much getpaid? didthey What Why was thismade? What’s itmadefrom? Where was it and systemsinadifferent way. They learntoquestion: Through learnaboutproducts, D&Tchildren structures designing andmaking. citizens who canapply theglobaldimensiontotheir education, buteven betterfor developing responsible consumers andmore critical thinkers –good for to becomemore thoughtfuldesigners, more discerning fit inwithexistingofwork. schemes reuse, repair andrecycle reflect the ‘six R’ principles: deal withvalues issuesnaturally andconfidently. They andstudents lots ofactivitiesdesignedtohelpteachers ( training withthehelpoforganisations like Practical Action issues. Subjectleaders canprovide support, materials and knowledgebackground to dealconfidently withglobal mayteachers notfeel confident thatthey have sufficient D&T hastraditionally beenaskill-basedsubject, andsome paper recycled? Are thingsrepaired, orthrown away? Are cans, plasticsand happens towaste? Are reused materials wheneverpossible? toberesponsible,children globally aware citizens. responsibility toleadby example ifthey want their considering theissuesthemselves. Subjectleaders have a seeandheartheirteachers meaningful ifchildren The answers tothose questionsare allthemore we doitthisway? aneedorisit Doesthisfulfil ‘want’? environment ofusingthis? Who are andlosers if thewinners and asdesigners andmakers. informed decisionsabouttheirown asconsumers, choices happened toitattheendofitslife? quality oflife’ learnto children ‘intervene creatively toimprove the and theirpotentialrole inmakingitabetterplace, as helps themtobecomemore positive abouttheirworld, to explore theissuesthatliebehindtheirD&Tactivities Children love designingandmakingthings. Enablingthem 1 www.practicalaction.org p.15. Available at DfES (2004)Designand Technology: The National Curriculum for England, 1 . A globaldimensioninD&Tenablesthem http://curriculum.qca.org.uk. ). Practical Action hasdeveloped . They canbeeasily adaptedto rethink, refuse, reduce, What’s theimpacton They learntomake What

issue three spring 2009 www.hgpho.to/wfest/ house/house-e.html gives lots of Shelters examples. The unit This unit is based on the DCSF/QCA Scheme of Work Unit 6A ‘Shelters’ and the complementary D&T Association Primary Lesson Plan 6A ‘Shelters’. It has been adapted to start with an activity that is something children used to do regularly – making dens. Coventry City Council recently set up a den-making competition in a local park, Coombe Abbey. It would be possible to conclude this unit by setting up a similar competition (see the Coventry City Council website (www.coventry.gov.uk) for more details: search for ‘den building’). There are many opportunities for extension activities and links with other subjects, especially history, geography and science. Use illustrations of houses that have been damaged by flood, earthquake or fire. What’s the lesson to be learnt?

Talk about strengthening structures, e.g. triangles, tubes.

Investigate plentiful/scarce building materials (see www.sda-uk.org (Building the Big The aim is to enable children to understand how the Picture) for PowerPoint examples. homes that people live in are affected by different factors and that people in different parts of the world usually Talk about building shapes: round, square, rectangular, etc. have very good reasons for designing and building in the What are the advantages associated with different way they do. It suggests that some materials are in shapes? shorter supply than others and that by using them we may run out of some resources or use resources that are FPTs (Focused Practical Tasks) vital to others. It should encourage them to think about You could follow some of the ideas in the D&T reusing materials to reduce the drain on the world’s Association Primary Lesson plan 6A on methods of testing natural resources. Children are asked to design and different strengthening methods using triangulation and model/make a shelter which uses materials and methods tube techniques. that have the least possible impact on the environment and on other people, whilst still being fit for purpose. The children could test some methods of building walls that don’t involve using scarce raw materials. Recap on IDEAs (Investigative, Disassembly what they need to avoid. Get them to think about what is and Evaluative Activities) available to them nearby. Look at different types of shelter in different parts of the They could try using ordinary earth, rammed earth, some world and/or in different eras in one place. Which would simple brick making, wattle and daub, using mini straw they like to live in and which would they dislike? Why do bales, bamboo to investigate the qualities and the they prefer potential issues involved in using them all. Wall to Wall some types Design, available from Practical Action (e-mail to others? [email protected]), gives lots of ideas on Why are structures and building methods. houses in different They can investigate different textiles and paper-based parts of the materials to see how waterproof and wind resistant they world and at are. different times in They can try out different structures to see if they will history made bear weight and try to think of ways of strengthening differently? those that don’t. They can try out different shapes: What do they need to think about for corners? What are the issues for roofs if you have a round building?

Together draw up a list of all the materials they have tried out and decide what the good and bad characteristics of each one are. DMA (Design and Make Activities) – group work Present the design brief: to design and model/make an • sufficiently big (to scale if modelled) internal or external shelter or den, for a specific purpose, • capable of being taken down easily for children or animals, which uses available resources in a • weatherproof way that has the least impact on • uses only materials available from the immediate the environment and on other vicinity people. Refer to lesson plan 6A • uses only reused or returnable materials session 3 for more detail. • looks attractive • doesn’t interfere with other people’s lives Together draw up a design • doesn’t prevent other people from doing what they specification (the criteria to want to do work to), including the following • is durable possible ideas. They should • is safe decide which are top priority and • the materials can be reused. which are less important and Practical Action can provide a card activity that helps write them down to evaluate children prioritise their specification criteria – e-mail against their finished shelter: [email protected].

DMA – individual work Children sketch and label drawings of their ideas, indicating clearly what materials and methods of making/joining they are going to use. They might try out small models. Allow time for them to discuss their ideas with others and with you: they should evaluate and modify their ideas as they go along. The more ambitious might be encouraged to make a shelter or den. Remember to stress the importance of using materials that have least impact on the environment and other people. Health and Safety There are several Health and Safety issues associated with making shelters, including ensuring that loads used for testing cannot cause injury, care and supervision when using tools, and cleanliness when investigating animal shelters.

In the non-members section of the D&T Association website (www.data.org.uk) the Lesson Plan for unit 6A will be made freely available in the Resource Vault, along with a wide range of resources and support material available to members. NAAIDT D&T news Who are we? The National Association of Advisers and New primary resources Inspectors in Design and Technology is a The D&T Association has developed registered educational charity. We offer several new resources, including Moving membership to primary and secondary Forward at Key Stage 1 and Moving Forward at teachers, subject leaders and heads of Key Stage 2, featuring the units of work department who have a responsibility to provide support developed for D&T Primary in CD format. The and/or advice relating to D&T beyond their own school, ASTs, CDs include a free bonus CD with a resource to ITT lecturers, advisers and consultants. provide streamlined practical support in assessing pupils’ progress at all levels in primary D&T. The units What do we do? and assessment materials are also available for members to NAAIDT is committed to the support of D&T professionals and download free from the Association’s website. to high quality D&T. The Association works to ensure continued development of the subject and to promote its unique D&T Primary contribution to the education of young people. The January issue of the Membership of NAAIDT provides: Association’s primary membership a forum for the exchange of information and ideas between publication focuses on creativity • members and risk-taking and contains four specialist D&T support and guidance through regional and units of work that members can • national networks (e-mail and telephone contact) download from the website. D&T guidance relating to accommodation and equipment for Primary is sent to all primary • D&T (including BSF and PFI projects) members at the start of each term. • regional and national D&T related CPD opportunities Practical Action • the opportunity to network with colleagues at regional meetings and at the annual conference Have you seen ‘Climate Choices – Children’s an interactive website with members only section Voices’? Aimed at teachers of Years 5 and 6, it is intended to help • position statements on D&T related issues children to understand the challenging and complex issues • newsletters. surrounding climate change. Free to use at • www.climatechoices.org.uk it includes: For a membership pack or information, e-mail direct links to the • [email protected]. curriculum and initiatives such as Excellence and Members Conference 2009: Sustaining the Enjoyment, Every Child Matters and Sustainable future in a changing climate Schools Ettington Chase Conference Centre, Stratford-upon-Avon • ready to use activities, 23-25 April 2009 videos, PowerPoints and A primary strand runs throughout the programme. worksheets. Reduced membership* fee for applicants. * Must meet membership criteria. Produced by Practical Action’s renowned education team, the resource encourages children to believe that their personal actions For more information, contact Bob Cater (e-mail can contribute to making the world a better place. [email protected], tel 01656 653429). For the programme, visit our website (www.naaidt.org.uk). Join the D&T Association To get all the benefits of membership, including Resources magazines, plenty of resources, advice See website for details of and all the advantages of belonging to a primary resources. subject association, contact: NAAIDT David Wooding, Membership Secretary Waterton Centre The Design and Technology Association Bridgend CF31 3WT 16 Wellesbourne House, tel 01656 653429 Walton Road, Wellesbourne, www.naaidt.org.uk Warwickshire CV35 9JB tel 01789 473902 (direct line) fax 01789 841955 e-mail [email protected] www.data.org.uk This pamphlet is part of issue three of Primary Subjects, published by CfSA. Unless otherwise indicated, the content is copyright free for use within your educational establishment. Design and Technology Learning outsideA voice the forclassroom subjects

Summer 2009 PS4 Outdoor opportunities

Designing and making in design and technology involves pupils interacting with the designed and made world, so opportunities to visit processes, spaces and objects outside the school environment are especially valuable. In particular, such visits help children to identify a purpose for their design ideas and consider potential users. Also, by seeing the context in which designs occupy space, children can learn about function, construction and materials. ach locality will have different examples Eof structures or facilities that can be used for inspiration in D&T. A visit to a farm, supermarket, building-site or Whatever the focus of the visit, it is play-park can provide a rich context for important that associated tasks are closely developing D&T-related understanding. integrated and draw on the children’s Visits to less complex sites – structures experiences. such as bridges, bus shelters or buildings – Some examples of visits can be found at: can also make a good basis for subsequent ◗ Think Food And Farming activities. It is even valuable just to get out www.thinkfoodandfarming.org.uk to look at materials in the natural world ◗ Growing Schools and consider how they might be used to www.growingschools.org.uk. construct functional products. These websites have helpful advice on At the Royal Botanic Gardens Kew a places to visit, resources and sources of learning space has been incorporated funding. into a high walkway that is 18 metres Although ranged across different age above the ground and right in amongst groups, the Learning Outside The the treetops. This is a spectacular learning Classroom website – www.lotc.org.uk – environment but less dramatic examples includes case studies that illustrate further can also have a signiﬁcant impact. ideas such as a Year 8 organic farming experience that can be readily adapted to primary age children.

Making an impact

utdoor learning can also help responses from those pupils who may not can also involve visits, allowing those Oto re-engage pupils by offering engage so well in classroom settings. In parents unable to assist in school time a different context for learning and D&T, working outdoors can add practical, to be included, and parents can add their teaching. A change of setting can act hands-on experience of dealing with practical skills – cooking, for example – as a stimulus to learning, particularly materials and different environments to those taught in the classroom. when it is appropriate to the area being – important things to consider when * Learning Outside the Classroom – taught. The ﬁndings of the October 2008 designing. Including parents on visits and How Far Can You Go? Ofsted, 2008. Ofsted report* and the DCSF Out and subsequent activities can help them to be Reference no. 070219, available from About package (see PS4 Editorial for more involved in their children’s work and www.ofsted.gov.uk details) suggest that effectively managed appreciate the things that the children outdoor learning can be a way of drawing design and make. Homework activities Crossover

These Helpsheets have been adapted with kind Unit 6A (adapted) permission of DATA Bridges Key Stage 2

Introduction

In this unit, children learn about structures and techniques for reinforcing and strengthening them. They carry out research to find out about the structures used in bridges and make a model bridge for a specific purpose.

IDEAs

Worksheets may be used by the children to record what they have learnt from their investigations (downloadable worksheets are available on www.wmnet.org.uk).

Questions could include:

! What type of bridge is it? ! Where is it? ! Why was it built? ! Who are the intended users? ! Who designed it? ! What materials have been used? ! What are the parts called? ! How has it been constructed? ! How well does it work? ! What do you like about the design?

Children could also make detailed, annotated drawings of the bridges.

Research could include a variety of sources:

! Websites (see relevant website links on www.wmnet.org.uk) ! Visits to bridges ! Books, postcards, digital photographs

In the Year 5/6 Crossover Project, It was clear from the outset that to be schools were encouraged to successful the schools would have to interact as they developed communicate effectively, for example to separate aspects of a design and ensure that the bridge could accommodate technology challenge. This involved the size and weight of the vehicle. Email pairs of schools designing and making and video conferencing were used for a sturdy bridge and a vehicle capable much communication and the pupils came of crossing it. The work required close together at the completion of the project communication between schools, and to test out their designs. the use of ICT for this and in designing Crossover offers a good framework to and making the bridge and buggy. adapt to the facilities and the geography It offered plenty of opportunity for of your area – and the website outdoor learning when investigating www.wmnet.org.uk/10.cfm offers support sites, materials, and existing structures, for developing your own project. You may as well as trying out designs in want to replicate much of what is included, environments that would really or change elements to suit local conditions test them! and demands. For example, your project entred on the Ironbridge Gorge in might involve a cliff top path over different CShropshire, the project brief gave a types of ground, a nature walk through a specification for a new tourist bridge and country park or an inner city walk crossing a vehicle to transport people with mobility busy roads. problems across the gorge. Schools in the area were paired, with one school Opportunities for developing the bridge design and the other designing and making the vehicles outdoor learning to cross it. A project such as Crossover offers The challenge was to design a new the following opportunities for crossing for the Severn at a point close outdoor learning: to the Iron Bridge and thus complete a ◗ exchange visits between schools circular route with a structure capable ◗ visits to examples of bridges and walks of carrying a buggy over the river. The in the locality route would start at the Ironbridge Gorge ◗ examination of structures built in the Museum car park and follow footpaths to school grounds or at nearby play parks the Iron Bridge and back along the river ◗ exploration of different surfaces and on the other side. Problems to overcome substructures for the buggy to cope with included muddy paths, uneven surfaces ◗ visits to a vehicle manufacturing site and steep climbs. Children also needed in the locality. to consider use of materials, limitations of arch bridges when it comes to crossing wide spans, and methods of carrying visitors of varying capabilities. Crossover resources HISTORY The Crossover project provides a range of resources including: instructional CROSS-SUBJECT LINK video clips; a full unit of work; a range of worksheets, links and images; and a useful GEOGRAPHY help-sheet showing bridge building and testing techniques, vocabulary, and ideas CROSS-SUBJECT LINK generation. The site has access to all these at www.wmnet.org.uk/10.cfm There is a demonstration of constructing a sample bridge using rolled paper and The video clips include examples of: testing to see if it can hold a buggy ◗ the Iron Bridge, the first cast iron bridge, weighing the same as a bag of sugar. made in 1781, constructed using There is also a look at the essential dovetail joints that followed carpentry attributes of a golf buggy, including safety methods of the time features, access, accommodating a ◗ Jackfield and Coalport Memorial wheelchair and wide tyres for covering footbridge, 1922, a beam bridge with uneven ground. a steel structure and wooden decking ◗ Jackfield Bridge, 1994, an asymmetric A useful ICT resource is the freely cable structure suspension bridge – downloadable Westpoint Bridge Designer the design for this needed to reflect the software, found at engineering heritage of the local area www.bridgecontest.usma.edu/download.htm and take account of the river’s tendency This software allows users to build and test to flood. virtual bridges, including displaying stresses and failure points when it all goes wrong!

Health and safety

here is understandably some caution Local Authorities have guidance and Tregarding health and safety issues often an OutdoorEarth Education Science Adviser or PSHE when visiting places such as building sites Educational VisitsRockwatch Co-ordinator is the will club have for CROSS-SUBJECT LINK where the risks may seem excessive, but further advice. Thereyoung is peoplealso guidance interested these situations can be managed with available on the inTeachernet things geological website – rocks, fossils, careful planning. Potential hazards can www.teachernet.gov.ukminerals –and and landscape: the http://www. be introduced in a controlled way, so that Growing Schoolsrockwatch.org.uk/aboutus.html website has speciﬁc Also, risks are minimised and understood. guidance on farmtry visits. www.soil-net.com News Design and Technology A voice for subjects

NAAIDT (National Association Membership of Advisers and Inspectors in We offer membership to primary and Design and Technology) secondary teachers, subject leaders D&T Association and heads of department who have a Resources responsibility to provide support and/or D&T – A Platform for Success advice relating to D&T beyond their own CADitCAMit school, ASTs, ITT lecturers, advisers and is an exciting consultants. Join NAAIDT to get all the resource to benefits of specialist D&T support and support primary guidance through regional and national teachers delivering D&T activities which networks, including telephone and email Education and International also develop and extend ICT capability. contact for advice. It was described by the National Primary For a membership pack or Research Conference Headteachers’ Association as a ‘MUST’. information, contact: 30 June–2 July 2009, It provides fourteen design and make Graham Cooper, Professional Officer Loughborough University activities which use computer-aided NAAIDT ◗ Join our annual three-day conference designing and making (CAD/CAM) to and networking event for all D&T produce high quality products. The PO Box 335 teachers and researchers, with a primary projects are designed so that children Leeds LS19 9FL focus on Wednesday 1st July. can interpret the design opportunities tel: 01943 874623 ◗ Keep up-to-date with all the latest in their own way and consider design email: [email protected] developments in D&T education. decisions. Each project has illustrated www.naaidt.org.uk ◗ Attend specialist seminar strands for step-by-step tutorials. All software used primary, secondary and SEN teachers. is freely available from the internet. See NAAIDT regional groups ◗ Build your subject skills through website for details – www.naaidt.org.uk Find out who your local practical workshops. representative is: ◗ This is accompanied by an A to Z Engage in debate on the teaching ENGLAND and future of D&T. PowerPoint guide for classroom use and North East John Chidgey For full details see www.data.org.uk is available from [email protected] [email protected] or contact Gemma Williams tel: 01789 473901. North West Mike Walsh [email protected] [email protected] tel: 01789 473919 Join the D&T Association East Midlands and Yorkshire Ken Poucher [email protected] To get all the benefits of membership, West Midlands Hugh Johnson Local branches including magazines, plenty of resources, [email protected] 2008 saw a surge in the number of D&T advice and all the advantages of belonging South East and East Anglia Vacancy Association’s local branches offering to a subject association, contact the [email protected] support to teachers on a range of D&T membership secretary, David Wooding London Martin Chandler [email protected] matters. For details of a branch in your at the address below. Southern Bernard Cooper area, what is offered and how to attend [email protected] meetings, contact [email protected] South West Pam Bolton tel: 01789 473919. [email protected] SCOTLAND Health & safety in the The Design and Technology Association Susan McLaren [email protected] primary classroom 16 Wellesbourne House WALES Clive Wood [email protected] Walton Road New resources from the D&T Association NORTHEN IRELAND Wellesbourne include, ‘Working With Materials in Willie Mckeown [email protected] Primary D&T’, a detailed guide to using Warwickshire tools, equipment and materials safely and CV35 9JB correctly, with all the commonly used items tel: 01789 473902 and their uses outlined. fax: 01789 841955 email: [email protected] www.data.org.uk

This pamphlet is part of Primary Subjects 4, published by CfSA. Unless otherwise indicated, the content is copyright free for use within your educational establishment. Design and Technology Get ready forA the voice London for 2012 subjects Games

Autumn 2009 PS5 The Olympic and Paralympic Games are successful, memorable and Key Stage 1 inspirational events. The London 2012 Olympic and Paralympic Games has the ctivities such as designing and making potential to stimulate much learning Adishes with fresh fruit and vegetables across the whole curriculum. For this can be adapted so that children are opportunity to be maximised, teachers creating food products suitable for the will want to ensure that all the Games athletes or spectators at the London related activities ﬁt into the school’s 2012 Games, linked to Healthy Schools, schemes of work, ensuring that there Every Child Matters and SEAL. Children is good coverage and progression might think of different athletes’ needs in children’s learning in design and consider how fruit kebabs, smoothies, and technology. fruit salad and dips might meet these. sing the London 2012 Games as Or perhaps they might consider the needs Ua stimulus will help children develop of spectators – for portable, fast foods that new ideas, have a fresh perspective on are also healthy. user and purpose, and design and make Other activities might include making different products. bags for a souvenir shop or to hold an At both Key Stages there are many athletics training kit. Perhaps the bag opportunities for developing design could be for a spectator, designed to hold and making activities within the context a healthy packed lunch, extra jumper, sun of the Games (familiar units of work are cream, hat and so on. The motif on the referenced in italics). front of each bag could include one of the Olympic and Paralympic Values (friendship, Take a careful look at your school’s or vaulting horses) rather than activities current long term planning for D&T and determination, equality, inspiration, courage, excellence and respect) making it commonly carried out where children you will be able to identify a myriad of design and make playground structures. opportunities for linking the work to the a friendship/respect/courage bag. Children London 2012 Games which can build upon might also design and make models PSHE the enthusiasm and interest that increasing based on gymnastic structures (such as CROSS-SUBJECT LINK media coverage will stimulate. parallel bars, isometric bars, trampolines

Key Stage 2

uilding on Key Stage 1 work on Other familiar activities that could be signs associated with the London 2012 Bdesigning and making sandwiches adapted include designing and making Games, such as advertising for sponsors’ or bread, a Key Stage 2 study could moving signs or static ones that light up products, directional and safety signage explore nutritional training snacks for a for use after dark or as a different type of for visitors and athletes, and scoreboards speciﬁc athlete. Children would research display. There are many applications for and competitors’ rankings lists. athletes’ nutritional needs, learn basic food preparation techniques and ways of combining ingredients to create simple food products appropriate to the needs of an athlete. They would develop their designing and making skills by learning to combine ingredients according to taste, appearance and texture to create a product that contributes to a healthy diet, particularly for a training athlete. As an extension to this, children might develop suitable packaging for their product. Another context for looking at packaging might involve making a container or a gift box for an Olympic medal. Athletes’ designer bags

To become successful designers Investigative, Setting the design brief children need to identify a clear user and purpose for their final Disassembly and Introduce the theme of the London 2012 product. The London 2012 Olympic Evaluative Activities Games and review the different sporting and Paralympic Games provides disciplines and what each involves for a motivating context for children (IDEAs) the athletes. In designing bags there to work creatively through a design A good starting point is to ask children may be considerations common to all and make activity. The wide range to bring in different types and styles of such as the need to accommodate the of disciplines and the specific needs bags from home and then to investigate athletes’ clothing, but the needs of of Paralympic athletes means the construction of these and the materials weightlifters and rowers, for example, that athletes in each event have used. Hold a class discussion about the will differ considerably. It might increase differing needs that offer a wealth different bags used in everyday lives manageability to limit the choice to four of design possibilities. for different purposes. An evaluation or five different disciplines, then ask the of these can consider the shapes of children to discuss, research and itemise the bags, the types of fabrics used, the the needs of athletes in each of them, range of fastenings and the decorative using a grid to record the responses. and functional features of the bags. After these evaluative activities, children The children can be asked to think about should identify the main features that will the target users for each specific type be essential in a bag for an athlete in a and style of bag and about the range particular discipline, developing their own of purposes to which the bags could be design specification for a bag as a result. put. Evaluation worksheets, with a series They should also consider the needs of of questions to prompt thinking, will individual athletes. Would Tom Daley’s kit encourage children to analyse the bags bag need to be different from Shanaze in more detail and draw their attention Reade’s, for example (see the videos and to the construction of each. other information about the athletes in the Heroes section of the Get Set website www.london2012.com/getset). Designing and making Each child should design and make a bag for a particular athlete who will use it for a specified purpose. Having selected a sporting discipline and researched the needs of the athletes, children should complete individual planning sheets with prompts to think about the style of the bag, the materials to be used, decorative and functional features to be incorporated, as well as rough dimensions. For example the bag might be for Shanaze Reade or Shelly Woods (see the videos as above) and the decorative motif could reflect the most appropriate Value for that athlete – in Shanaze’s case this might be determination or inspiration, or for Shelly courage or equality. 4x4 designing activity The 2012 Games is a once in a lifetime Resources occurrence and provides a motivating, The 4x4 designing activity offers a real context to develop children’s powerful and easily-adapted tool for most The D&T Association website: www.data.org.uk has a range of help innovative designing and making skills. D&T contexts, but it is important that The work will require them to understand children are familiar with it prior to using sheets and PowerPoint guides in the resource vault. You can adapt these the needs of others and, in particular, to it here. Working in groups of four, each appreciate the special needs of Paralympic child first has four minutes to produce to use in your own context locally or for particular athletes. athletes. Through designing and making an initial design then this is passed to the bags children will use key problem-solving pupil to their right who will spend the next and teamwork skills in the context of four minutes adapting it. This passing on Tailoring this work an enjoyable and meaningful activity. is repeated twice more and the design for younger children grid is then returned to the original owner who can use all, some or none of the The activities outlined above are largely development ideas in the final design. suitable for children in Years 5 and 6. Contributing to each other’s designs However, by modifying the pitch and and only having a limited time gives expectation of children’s learning it is shared ownership and demands quick, quite possible for children to design ideas-driven sketches. Children might and make bags in early Key Stage 2 choose to focus on one area or change or Key Stage 1. the whole design, but at all stages the needs of athletes and the context of the Years 1/2 London 2012 Games should be considered. ◗ Use a template to create a product When the original designer receives the from two identical fabric shapes. grid back many starting points will have ◗ Use simple joining techniques such been generated to support and inspire as gluing, sewing and stapling. the final design. Years 3/4 ◗ Use a 2-D net of a shape to make Mocking up a 3-D product, for example by The next stage is for children to make wrapping fabric cut from a net into sugar-paper mock-ups. This is a very a bag shape. important part of the process as it enables ◗ Use patterns and templates and them to see how pattern pieces could be fastening techniques, including cut and the order in which they need to zippers, clasps, buckles and ties. be fitted together and whether or not the dimensions of each part of the bag are in Tips proportion. This stage also provides the ◗ Worksheets or writing frames opportunity for an initial evaluation of the help to focus children’s analysis bag’s suitability for the chosen athlete’s of existing products. requirements. Alterations and adjustments ◗ It is helpful to have a range of can be made at this stage without a great different fabric fasteners and you cost implication. may need to show how they are Give a demonstration on how to use a fixed to fabrics and how they operate. sewing machine (where available) or basic Allow children time to evaluate hand stitching techniques. Enlist support each type of fastening as it ensures from adults if using the sewing machine. they have a better understanding Children should have the opportunity to when it comes to selecting the practise these techniques before making one that best satisfies their design their bags. Throughout the making process requirements. the children should use their planning ◗ Plenty of inexpensive paper should sheets, referring to their design drawings be available for making mock-ups and written specifications to ensure that of designs to help children see the the completed bags are as close as possible construction process through and to the original design and that they meet identify any pitfalls before making the athletes’ needs. costly mistakes. The completed bags can be displayed ◗ You might need to acquaint children as part of the evaluation process. Use with some of the conventions of a proforma for the children to evaluate pattern making before they construct their own bags against their design their own. specifications and suggest modifications ◗ Adult helpers can be recruited and improvements. to ensure the sewing and finishing processes give a professional finish and to provide the necessary supervision when using sewing machines. News Design and Technology A voice for subjects

NAAIDT Membership provides: Resources ◗ a forum for the exchange of information Join NAAIDT and ideas between members Get Set ◗ specialist D&T support and guidance www.london2012.com/getset The National Association of Advisers and through regional and national networks Inspectors in Design and Technology is a There is a wealth of stimulus material (email and telephone contact) registered educational charity. We offer on the Get Set website to inspire ◗ regional and national D&T related membership to primary and secondary children to get designing and making. CPD opportunities teachers, subject leaders and heads of Click on ‘About the Games’ to research ◗ networking opportunities with colleagues department who have a responsibility basic information about the events, at regional meetings and conferences to provide support and/or advice relating which will provide good background ◗ guidance relating to equipment and to D&T beyond their own school, ASTs, for any D&T project. accommodation for D&T (including BSF ITT lecturers, advisers and consultants. and Primary Capital Programme projects) ◗ an interactive website with members D&T Association Local branches only section Over the last year we have had a ◗ position statements on D&T related issues considerable rise in the number of D&T ◗ newsletters. Association’s local branches. Through Contact Graham Cooper for a local events and networks these offer membership pack or more information support for teachers on a range of (see contact details below). D&T Primary publication D&T matters. Details of events and branch information are on the website NAAIDT at the NEC D&T & ICT This term’s D&T Primary poster pack www.data.org.uk. For further details of Show (19–21 November) focuses on the Early Years Foundation a branch in your area, CPD opportunities Stage with links to downloadable and how to attend meetings, contact As usual NAAIDT will have a stand with an teaching resources on food, textiles, [email protected] Advice Centre. Members and non-members construction kits and simple mechanisms. tel: 01789 473919. are welcome to visit us there to discuss D&T Association members receive individual D&T queries or to exchange three copies a year, along with Join the D&T Association views on current topics. Designing magazine and a range of freely downloadable resources from To get all the beneﬁts of membership, Members Conference 2010 the website. including magazines, plenty of resources, advice and all the advantages of The NAAIDT Conference will take place from Thursday 15 to Saturday 17 April D&T with ICT Show belonging to a subject association, contact David Wooding at the 2010. The provisional venue is the This year the D&T with ICT Show will take address below. Marriot Hotel, York. place at the NEC Birmingham, from the For more details and programme, please 19–21 November. The Primary Review will see our website. A primary strand will run be a major focus for talks and seminars throughout the programme. at the Show, together with primary- focused workshops on each day of the Reduced Membership* fee for applicants. event. The D&T Association will again The Design and Technology (*Must meet membership criteria.) have a major stand at which members Association NAAIDT and non-members can come and chat 16 Wellesbourne House to us on a range of topics. Come and Walton Road PO Box 335 see us on Stand B44. Wellesbourne Leeds LS19 9FL Warwickshire tel: 01943 874623 CV35 9JB email: [email protected] tel: 01789 473902 www.naaidt.org.uk fax: 01789 841955 email: [email protected] www.data.org.uk

This pamphlet is part of Primary Subjects 5, published by CfSA. Unless otherwise indicated, the content is copyright free for use within your educational establishment.