CLEAPSS Design and Technology uture mindsTomorrow’s world. explored today Visionedition
Autumn 2020 What will schools look like in the future? https://www.youtube.com/watch?v=JZlgYiXzu58&list= CLEAPSS D&T PLN1wzaqsSp2egyZQJoqnN0ZDE7BPgsj5p&index=25&t=0s
This is one of a number of links to video files that you e-newsletter will find throughout this special edition
Welcome to this rather special As we emerge from the greatest economic Background and social restriction in modern times, it seems The latest D&T National Curriculum, GCSE edition of Futureminds. apposite to take this discussion to a wider and A Levels allow for flexibility in the teaching audience. and assessment of D&T, and mitigate the
Over the past year or so, CLEAPSS has been potential for a negative impact of schools What started as a consideration of the safety working with various agencies, including the having different quantities and quality of implications of larger or smaller rooms, and facilities and resources. For example: DfE, the HSE, Awarding Organisations, DATA, what sort of equipment would be needed in
Ofsted and others, looking at the facilities them, has developed a broader focus on the • Schools with a wealth of equipment and needed for the safe and effective teaching of future of D&T in schools. resources, may enable pupils to access a D&T. We have drawn on our experiences from broad and engaging curriculum, and training, audits, and other school interactions, to This edition of Futureminds has been thrown make lots of different products. open to contributions from teachers, suppliers, come up with some ideas for the future, both in and various support groups, in order to terms of the subject content and the facilities • Schools with less equipment and capture a broad view of the future. We asked resources, may restrict pupil’s needed to deliver an exciting and engaging contributors to offer their vision of the future, opportunities to work with a wide range curriculum for Design and Technology. what do they think D&T will look like in 5, 10 of materials and make fewer artefacts. or 20 years. Some have concentrated on D&T, others have widened their perspective to take Under the new curriculum, pupils in either in how education, or the delivery of lessons scenario will have the same opportunity to has been changed, perhaps for ever, by the engage with D&T, because the curriculum is constraints of the pandemic restrictions. not based upon the products, equipment or We plan to build on this in the next edition of resources available to them. Futureminds, so readers wishing to add their voice to the discussion, are warmly invited to We have no way of predicting what the next get in touch: [email protected] iteration of the National Curriculum will bring, but it is unlikely that it will be based upon products or specific materials.
To facilitate the teaching of a broad and engaging curriculum, teachers will need to
2 focus upon key concepts, rather than the • The pupils The changing context for D&T product the pupils make, or the material – Apparent poor progress compared to Most national education systems are dominated by public available to them from the store. This will have other subjects, in terms of outcomes at sector services with, necessarily, tight budgets. They also face an impact on the facilities a school will need. It GCSE (School leaders tend to prioritise the same challenges as industry, as new technologies, new will also require a new teaching approach, the subjects that show greater progress) ways of working and new sources of competition take hold. more theoretical or experimental areas of D&T – Poor take up of textiles in D&T Education is now global, virtual and more competitive. becoming the main thrust of the subject leading to textiles being moved into art teaching, whilst ‘craft’ activities may be more and becoming creative textiles. Virtual and online worlds are providing access to learning and likely to be delivered through extracurricular training anywhere, anytime from anyone. Universities, colleges clubs or cross curricular programmes such as In response to these, and other, pressures, and schools are putting lectures on YouTube and other social RSE (Relationships and Sex Education). some schools are closing, or downsizing D&T platforms, and these are proving a great success with some departments, limiting teaching to KS3 only, or learners. NASA is using online gaming as a way to train In addition to these changes, there are many limiting option groups at GCSE. Others are astronauts. OhmyNews the Korean online amateur news site other pressures on the D&T facilities: combining D&T and art to produce Art and provides journalist training in return for contributions. Design departments. Although this may seem • The money a sensible move in terms of managing a – Smaller groups sizes mean teaching creative curriculum area, there are Risk-taking and innovation are difficult at the best of times. the subject is expensive fundamental differences between the design in In public sectors where public accountability is the rule, – Equipment and resources are more D&T and the design in Art and Design. In innovation is even more difficult. However, if education expensive than other curriculum areas D&T, students are expected to work within providers at every level are to take advantage of the new – There are annual costs for servicing tight constraints imposed by the context of opportunities, a change in thinking will be needed. and maintenance of equipment the design problem, whereas the art students do not. • The teachers – Too few teachers are being trained However, in some schools D&T is still – Recruitment and retention of staff is flourishing. Teachers around the country are often difficult producing fantastic outcomes for their pupils, – There is little ongoing support or access at KS3, GCSE and A Level. to subject-based CPD
3 The CLEAPSS proposal for future D&T Features of this proposed arrangement The design studio accommodation include: Each design studio would have a larger pupil capacity than existing workshops, and: The CLEAPSS proposal for the future of D&T accommodation is • The future department will need servicing based on a substantial central facility and surrounding teaching by well-equipped storage and preparation spaces. The enhanced central facility offers specialised area(s). • teacher facilities including, projector, PC, equipment intended for use by trained technical staff. It will printer, demonstration bench also provide sufficient storage space to accommodate a wide • The prep areas will be the domain of range of equipment and resources to be deployed into the skilled technical support. • side benching with power supplies surrounding teaching spaces.
• The teaching rooms would be designated • work tables with space for pupils and as ‘Design Studios’ or ‘Makerspaces’ The teaching spaces are intended to be multipurpose and to be their equipment which can be rather than workshops/graphics larger than existing material-specific rooms. Important safety multifunctional and moved easily to rooms/textiles/food rooms etc. management would be dealt with, at least in part, by adjusting enable different room layouts the level of supervision. This could mean including additional • Supervision levels will need to be built adults in particular lesson(s) or reducing the numbers of pupils • access to computers, with large screens into the planning and risk assessment of in the space for that lesson (or series of lessons). suitable for CAD work (preferably not specific activities rather than being laptops) reflected in the design of the room. This differs markedly from the traditional approach of defining Lessons would be planned to ensure that the level of supervision by restricting the numbers of pupils • adequate local exhaust ventilation (LEV), pupils can access a practical activity, that a space can accommodate. Such an approach applies a for removing fumes from glues, paints, when appropriate, under adequate blanket judgement about the level of supervision required soldering, casting metals, 3D printers, supervision. across all lessons in a particular material area, regardless of the laser cutters activity taking place. Spaces are inflexible and at risk of not • In schools where there is an intention to • display areas for stimulus materials such being fit for purpose much of the time. deliver engineering, catering or other as artefacts, imagery
vocational pathways, there would need to
be significantly different facilities. • access to hot and cold water and The World Economic Reform, The COVID-19 pandemic has changed education for ever. This is adequate washing facilities how.https://www.weforum.org/agenda/2020/04/coronaviru s-education-global-covid19-online-digital-learning/
4 The central facility, (including prep room and store)
The equipment to be located and used in this room, for preparing resources for teachers’ use would include:
• extraction/ventilation
• adequate PPE/aprons/safety equipment
• a large washing sink for screen printing screens
• large format colour printing
• material cutting facility, plan table
• circular saw, panel or table
• floor-standing bandsaw
• a folder and guillotine for metals
• grinding/sharpening facilities
• workbench with vices (wood and metal)
• racking for materials
• storage trays for small equipment/tools/materials
5 In addition to the above, the room would need to hold – electronics, soldering, etching, wire stripping and equipment to be deployed on demand into the design studios. cutting Such equipment has to be portable or moveable. ‘Moveable’ – textiles machines, sewing, overlocking – vinyl cutter, large format printer equipment would need to be mounted on suitable trolleys We believe these facilities will enable – material joining: mechanical (nuts and which can be positioned and locked in place when in use. Such bolts/screws/rivets), temporary (Velcro/ departments to develop a flexible equipment would include: Sellotape/staples/sewing) and approach to teaching this exciting permanent (adhesives/welding/soldering/chemical and innovative curriculum subject. • purpose-built trolleys with larger ‘fixed’ equipment, which bonding) should be able to be positioned in allocated spaces in the – card/paper/textile cutting studios, and where they can be locked in place and – electronics, soldering, etching, wire stripping and hooked up to controlled power supplies and other cutting Design an armchair with VR services. – textiles machines, sewing, overlocking https://www.youtube.com/watch?v=T7Kkf6qBP5E – lathe
– CAM machines – casting equipment/kiln – testing equipment (electrical/hardness/tension/etc) – laser cutter – 3D printing – metal casting/enamelling kiln – drilling – sanding – polishing/painting/finishing – CAM engraving/milling – Plastic-bending, forming, plastics oven – vinyl cutter, large format printer – material joining: mechanical (nuts and bolts/screws/rivets), temporary (Velcro/ Sellotape/staples/sewing) and permanent (adhesives/welding/soldering/chemical bonding) – card/paper/textile cutting
66 Lesson scenarios - 1. Investigation of an existing product, The pupils can be set a design activity that what could be taught in the proposed for instance a small hand-held device requires them to consider these points in facilities? such as a piece of cutlery, torch, mobile their own design development. For example, phone design and make a prototype of a tool for It’s all very well talking about new and innovative scraping water, ice or paint off a window or Pupils encouraged to handle the product and facilities, but what would we like to see being taught surface. carry out an evaluation activity. They could in a D&T session in these new rooms? be asked to produce a written critique, a This could be a design exercise, or could lead presentation, a verbal report. They would to a practical outcome. The examples to the right cover a D&T session which can be a need to consider: lesson, a group of lessons or a block of time. These are not exhaustive, and there are many more, but we wanted to • What material is the main Pupils could be asked to produce their design encourage readers to think about what could be taught, given material used, that the user as a 3D render using CAD software, they the facilities, the trained technician support, and teaching staff. interacts with? could then carry out stress testing of their 3D • Where does the material come CAD model, to show how the properties of There is not a bird box or clock in sight, but that doesn’t mean from? the materials differ when shape, size, profile that an individual pupil, might not make a wild animal refuge, • How is it formed into the shape or materials are altered. or a visual aid for time keeping. used for the object? • Can they explain why the material is used? • Weight, size, texture
Continued on next page... 7 2. Pupils are shown a video of 3. Pupils are given a real-world 4. Expedition equipment 5. Pupils could be asked to investigate Crossrail/trams/tube/commuter problem to solve: structures in the natural world and trains in action, possibly introduced Pupils could investigate holiday trips and the man-made environment. by an engineer or safety officer. Climate change could create unpredictable expeditions or school trips and then develop weather patterns, pupils could investigate an item that would be of use to someone on From these investigations they are to From the video they will be expected to the area of climate change, weather and an expedition. develop a portable shelter that can be develop a signalling system that associated issues. They could then design collapsed for ease of transporting, but can automatically detects a train on a track and and manufacture a prototype of a piece of Possible practical outcomes: be ‘unfurled’ to provide shelter from a warns trains in front or behind if the equipment that an individual could use to particular weather condition or to provide proximity limits are breached. help cope with the unpredictability of the • Energy bar or drink shelter for resting or for protection from the weather. • Backpack/bum bag elements at sporting events. The signalling system could be modelled on • Item of clothing that is light and computer, and tested and improved, until a Possible practical outcomes: easily packed The outcome could be in the form of a scale working prototype is developed. This could • Hard travel case for delicate model. The prototype could be peer- then be built as an electronic model, with • Rain poncho equipment assessed using agreed criteria. data being transferred via different • Pocket umbrella • SATNAV device for locating places methods, wire signals, Bluetooth, Wifi, using • Rain hat of interest or GPS location device simple components or more complex • Sun visor • Outdoor sleeping aid/canopy/tent controllers such as Arduino or Raspberry Pi. • Carrier for sunscreen/moisturiser • Water purification device • Digital timer to remind users to • Portable cooking/food The system could be tested and a lessons re-apply sunscreen preparation equipment learned document produced. This could • Drink carrier • Bike carrier for mobile then be developed further as a personal • Warm clothing phone/drink/luggage proximity detection system for cyclists, • Baby/toddler clothing The pupils would produce a working pedestrians or others.. • Weather monitoring equipment that sends data to a mobile phone prototype that could be tested in the field, with a detailed testing and evaluation
The pupils would produce a prototype and programme. The results of the tests could a promotional presentation (eg a Dragons be used to draw up a design brief for future Den pitch), explaining why their device is a development.. useful solution.
8 1. Design is not just problem 2. Design is increasingly Personal Learning and Thinking solving. interdisciplinary Skills (PLTS)
Design’s value is in asking great start here teams of designers, I succeed because I ask questions, I questions as much as finding great ethnographers, technologists, MBAs, overcome barriers, I reflect on my answers. policy experts, org.design experts weaknesses, I work in teams, I am well organised and I participate. I • How can we improve dementia employ the entire PLTS agenda in care? my work. A Design Council Lecture: Where • How can encourage the uptake Next for Design? (and what it of insulation in our homes? We can’t “teach” all the knowledge that a student may need in their might mean for you) • How can we reduce the human career, but we can cultivate and financial cost of violence autonomous and proactive attitudes and aggression towards Readers may like to read through the by having PLTS at the forefront of emergency care staff? classroom delivery. These are not following set of slides, the text of which just skills for design they are skills for was used in the Design Council Lecture • How can we reduce the life.... presentation. At the end of the incidence of MRSA and c. dificile in hospitals? presentation you will see the date that PLTS intentions, if fully covered, can Designers more than ever are being this was first shown. The extract reinforce the design process and asked to write the brief as well as consists of series of headline statement produce much more valuable “real execute it. and slides from the presentation, which world” considerations and outcomes together give a substantial summary of for every student, not just the the main ideas. aspiring designers – we can assist 3. Design is increasingly systemic students to design their own life....
Introductory headlines: individual artefacts, experiences, services, systems Discussion • The pace of change continues to increase…and the world of design is no exception. What might this mean? The opportunity is to expose How can we as educators overcome students to big issues whatever their age. • If design practice is evolving rapidly, what might the constraints of the school system be the consequences for design education? with creative thinking in order to What might this mean? Collaboration has to be at employ the full range of PLTS • So. How is design practice changing? the heart of educational practice bringing design to life and building life skills with design opportunity for • Design wants to be taken even more seriously. “helping me understand my contribution in context” a sustainable future? • Not just….IKEA, Dyson, Virgin, Apple, Samsung, BMW, Tesco, Waitrose, Boeing, … What might this mean? Students must learn to think and craft experientially. • …but also….chronic worklessness, low carbon future, teenage obesity, terrorism. So how does this start to play out in practice? • Design is:….holistic, tangible, human-scale, optimistic, iterative… Continued on next page... 9 Design Council Challenge:
Through a National Design Challenge, bring designers, manufacturers and frontline staff together to see if they can come up with new ideas that would help the Patient wear Patient transfer NHS improve hospital environments and the experiences of patients.
Deliver the promise of same-sex accommodation and improve patient privacy and dignity.
Separating sexes Ward layouts
Toilets &
washrooms
Signage & information
Presented in November 2010
10 The future of D&T by Tony Ryan, CEO DATA I have been tasked to ponder on the future of the Lady Margaret Parkes was asked by the Context took prime position, as we worked to subject that is very close to my heart. Before doing so, Education Secretary Lord Baker to chair a make the curriculum relevant for the students it is essential to look back to where we came from and working team tasked with proposing the in our charge. I fondly recall one project which how we have evolved to where we are today. curriculum content for a subject to meet the brought in architects, town planners, demands of the day. The result, which has marketing professionals and model makers to I trained to teach a subject then titled Craft, Design and gone through a series of changes since, was a run masterclasses as all of year nine worked to Technology in 1985. This subject incorporated an element of subject made compulsory for all students up to design and present their thoughts for a design education, but very much focused on teaching students the age of sixteen. It would take students building project on a plot of land close to the practical skills that it was felt were going to be in demand as through a process from design, through school. we approached the end of a century that had given us radio, advertising and marketing, to making, with TV, the aeroplane, antibiotics, the computer, amongst other the computer seen as a tool to be utilised to These were heady days for the subject as it key inventions. assist this process, and not an end in itself. received strong support from successive governments on all sides of the political divide. Lady Parkes highlighted the strategic Design and Technology was introduced as a discreet Ministers were keen to build and grow on the importance of the new syllabus stating curriculum subject in 1989. It drew together the variety of UK’s success in fashion, product design, subjects from the technical and vocational end of the school engineering and architecture. I have heard it “Our approach to design and technology is curriculum and united them under a common syllabus. We said that as a new curriculum subject, the were the first country in the world to add a design-centred intended to be challenging and new. The aim mistake made at this time was that we failed to approach to vocational and technical education; the world of our proposals for design and technology is establish an explicit epistemology; the theory watched as we led the way. to prepare pupils to meet the needs of the 21st of knowledge behind our subject, our reason century; to stimulate originality, enterprise, to be, and remain, central on a broad, practical capability in designing and making balanced curriculum. and the adaptability needed to cope with a rapidly changing society.”
As a young teacher, what I noticed most was how readily students of all abilities engaged with the new subject. This was about solving problems and creating the future. We were no longer looking back to metalwork, woodwork, home economics and handicraft, but were instead looking ahead to a destiny within which technology and good design would play a significant role.
Continued on next page... 11 The future of D&T In 2004 design and technology was removed the crowd. This is what employers and as a compulsory subject at KS4 and this universities seek to identify through the precipitated a decline that remains to this day. interview process. This is, perhaps, more challenging than it sounds, as to apply knowledge to context one requires a degree of cultural capital, which, as we know, can be a great academic divider.
Of course, students need to learn and understand a core body of knowledge. Alongside this, we will always be a subject where students use their hands combined with their minds to manufacture, shape and mould raw materials in response to a problem that they have identified and are attempting to So, what is it about our much-maligned solve. subject that makes it essential to a modern curriculum and exactly why would it matter if I believe that the relatively recent changes to the subject slipped from the curriculum the GCSE syllabi are a step in the right completely? What knowledge, skills, attitudes direction, while at the same time and values should we be teaching, and what acknowledging that the increased emphasis on lies ahead for design and technology? the importance of design makes it more difficult (but not impossible) for all students to I realise that I am on shaky ground as I attempt access learning. to respond to my own question, those far more knowledgeable than I have written I believe that education exists to prepare Our subject does have a future, and I believe that it is a extensively and eloquently on this subject. young people to confidently take their place in bright one. I believe that the time is right to revisit Lady That said, we are all entitled to an opinion, so an increasingly more complex, fast-moving, Parkes’ founding work, our subject needs a rebrand and here goes… and challenging world. If we have learned to develop a robust epistemology to take us confidently nothing else over the last six months, we into the future. This is a challenge that I am ready to For me, the argument between a knowledge should have realised that the world’s problems meet, and I hope you are too. and a skills-based curriculum is a futile require more students with a sound STEM exercise; we need both. Knowledge on its own background. Problem-solvers who relish a The illiterate of the 21st century will not be those who cannot will only ever get anyone so far. It is the ability complex or ‘sticky’ problem, and possess the read and write, but those who cannot learn, unlearn, and to contextualise this knowledge and put it to ability to view it from a range of different relearn. Alvin Toffler, writer, businessman and futurologist use that makes young people stand out from angles until an adequate solution is found.
12 Boys attend woodworking and metalworking lessons CAD/CAM Government Government nominates Areview Metal 3D 16-year-old Robotic while girls attend ‘domestic science’ lessons becomes Building CLEAPSS to conduct UK of the printers female UK teachers part of DT Schools for wide mandatory safety audit ‘CLEAPSS become student trialled in National the Future of all DT and Science Report' accessible becomes UK schools. Curriculum. (BSF) investment departments results in a to education youngest programme Government space traveller Nearly all TechSoft TechSoft supply supported using craft wear out release the first plotters to schools scrappage designed and within the CAMM2 built in school first three ICT becomes statutory scheme for Increased TechSoft milling & workshops weeks for all pupils age 5-16 Augmented all DT equipment. demand due to release engraving TechSoft Reality 2000 Old equipment is widespread 2D Design machine supply first welding additional restored, made home industry software FDM 3D becomes DT technicians safe and donated results in new printers to popular in recruited for to schools in GSCE subject education TechSoft UK education departments developing in Heritage is born TechSoft across UK countries. craft skills supply first LaserCAM TechSoft DT becomes First computers SolidWorks 3D printers Schools built supply compulsory appear in and other become in less than 6 first knife and Government schools 3D CAD affordable 1500 new weeks using increases funding cutting gains to more schools large scale tenfold due to machines popularity schools open across concrete 3D skills shortage to schools in schools the UK printing in wake of COVID
Laser printer invented by S. Scott Crump Xerox develops FDM 3D printing tech FDM 3D printing Pierre Bézier at patents Don't Renault develops expire ask UNISURF 3D CAD system Laser Work The first UK bans Richard Kegg AG of Switzerland ‘instant’ 3D production develops first release first printer of all new CNC milling commercially SolidWorks reproduces petrol and machine available CO2 introduce CAD models diesel engined Black & Decker laser cutter cars ahead of manufacture Augmented from recycled First release of planned 2050 the first cordless Reality plastic in less SolidWorks deadline power tool tools than 10 seconds
Bandsaw invented by Englishman, William Newberry Johannes F Gottwald patents the ‘Liquid Metal First CAD program Recorder’ the world’s ‘SKETCHPAD’ first 3D printer 7,7/( '7 ,1 ('8&$7,21 $1' ,1'8675< 7H F K6 R I W 8. / WG )DOFRQ +RXVH 3$67 35(6(17 )8785(" 5R\DO :HOFK $YHQXH %RGHOZ\GGDQ '(6&5,37,21 127(6 'HQELJKVKLUH $57:25. ,1 ' '(6,*1 9 // 74 7(/ )$;
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13 By Mark Nicholson, Head of D&T DARE TO DREAMdepartment, Ashlyns school, Herts. Well if we are in ‘dare to dream’ mode it’s could do with a bit of real investment. Money for worth properly exploring our opportunities. this sort of change can’t really come from the I watched a YouTube clip recently where a already stretched budgets of schools forced to young American is taking his state education decide between staffing and capitation. In fact, true department to court over the fact that investment into schools, as opposed to although society and the workplace has maintenance, is the limiting factor. moved on and integrates technology and Just because the technology can enable us to do collaborative working methods, his things quicker by running design and manufacture So, heads of D&T will carry classroom still looks and operates the same almost concurrent to each other doesn’t mean that on scrimping a few quid as it did 100 years ago; powerful stuff. students no longer need the skills to explore ideas. together and begging their For that they still need to practice skills that develop school fundraising My own Ofsted-ready, their spatial awareness whether that’s by drawing, associations for a new shiny Curriculum Intention using modelling materials or a virtual model. machine every now and statement reads “we want Develop the skill that allows them to finally realise then in a vain attempt to to promote the idea that an idea and communicate it to someone else. They upgrade the provision for the students that come students can design still need to know how to increase force or speed, through their doors. But, in truth, the students have products that improve what materials would work best and with the least probably got more technology and means of people’s lives”; no glib environmental impact, how best to fix parts of their collaboration in their pockets than in their statement. I believe the subject has always had that idea together, how to make things as comfortable classrooms. There is so much we could do, there is at its heart, and the current direction of travel is as possible for the user. so much that D&T teachers everywhere would good, one that pushes for students to seek out gladly throw themselves into. We do after all love a problems and solutions. So, what do these design and technology areas look bit of technology. Dare to dream? Dare to invest? So am I up for rows of like that helps all this to happen? Well they probably Dare to want students to have students plugged into VR have a lot more technology than they do currently. the chance to experience truly headsets working together Like the young American I mentioned earlier, it modern design methods in on a project, operating astounds me that our curriculum areas, bar a laser creative collaboration with virtual CNC machines to cutter here and a vinyl cutter there, look like they their peers, and influenced by produce an injection did in the 1950’s. I’m not saying it needs to be all experts, getting a true feel for mould die that is then sleek, white, clean air room, computer suites with the enormous scope of this filled with a virtual sustainably-sourced contrasting accent-coloured huddle pods, but it subject, to enthuse the next generation who, given biodegradable polymer, which is then fitted with a the tools and the opportunity, can continue to virtual renewable-powered upgradeable electronics innovate and maybe solve some of the problems module that is then tested on virtual patients, they’ve inherited. Who wouldn’t want that? It prototyped with ‘actual’ multi-material 3D printing, would be criminal not to. then crowd-sourced into ‘actual’ production to help make people’s lives better - er yep - I’m up for that. https://www.youtube.com/watch?v=dqTTojTija8
14 As a former head of faculty for Art, The natural flow of this piece would be to be Design & Technology and now an talk about What is Design? How to develop Associate Vice Principal, some may say Problem Solving skills? This is futile because it is that my past and present professional not going to give us world class designers. It identities have contradicting values. will give us good designers. I want world class designers, and I want the vision of our future There is an expression that the powers that be to be about developing problem finders that (whatever that means) don’t get Design and bring new ideas prototype and new concepts Technology. Well, I do. I would also argue that to market. One of my favourite quotes on this this expression is inaccurate. Everyone in a is from Steve Jobs: school, regardless of the culture, context, role or responsibility, all want one thing; to provide “People don’t know what they want until you It’s a a top-quality educational experience that show it to them … Our task is to read things enhances students’ lives. that are not yet on the page.”
When asked to put this piece together, the This means that our role is to provide tasks, vision broad title was “a vision for the future” when challenges and projects that enable our actually my vision for Design Technology, students to read what is not yet written. As regardless of specialism, has always been the teachers and leaders of design, we need to same. I want students of Design and think carefully about the problems we pose thing Technology to be world class designers. I like our students. McLellan and Nicholl have making, but for me the game changer is produced an amazing study “If I was going to Paul O’Sullivan, Associate Vice Principal, designing. When I see a class of students I design a chair, the last thing I would look at is wonder, who is the next Ingvar Kamprad, Stockwood Park, The Shared Learning Trust a chair” which discussed the concept of how Gordan Ramsay, Calvin Klein or Kate Spade. I product analysis can lead to fixation which also look at the class wondering which student decimates creativity and divergent thinking in is going to design another bird box. I am the design process. The Juicy Salif squeezer by passionate about design and believe that the Alessi is an example of divergent thinking and vision for the future of D&T should be to design at its best where form meets function produce world class designers. and aesthetics.
(Anyone reading this and doesn’t know who My vision for Design & Technology in the Ingvar Kamprad (above) is, please look him up future is about an increased emphasis on because I almost guarantee that you own design and design communication. This will be something from his small start-up company) achieved through an increased emphasis on a variety of design skills including sketching, annotating, physical modelling as well as computer & parametric modelling. Virtual and augmented reality https://www.youtube.com/watch?v=Fi97-DAcGMk
15 Gemma Down Ex-Hornchurch High School, now 6JGCTVQHVJGRQUUKDNGQTKORQUUKDNG Head of Art and Photography, Maltings Academy Teaching D&T came as a surprise With promises of bringing it back in a I however feel it is important to stand last year. A welcome surprise I few years, mirrored with the hierarchal your ground, and support what you might add, as all of my memories desires to sell off machinery, it made love. Giving in and letting go doesn’t me realise that the subject wasn’t as always go in your favour and it of being taught resistant revered as I first believed. It is, concerns me that this is another nail in materials, as it was called then, instead, thought of as a dusty, the D&T coffin. There must be another came flooding back. The smell of antiquated relic, holding the school way to keep the flame of D&T alive. the workshop, the noise of the back from teaching to a 21st century tools and machinery in use and hymn sheet, created by those who do There appears to be a huge influx of the in-built love for the craft and not appreciate the importance of a rich programmes on television lately curriculum, where skills and craft are subject spilling out from the staff. involving upcycling, reinvention, deemed unnecessary in society. restoring. Maybe if we tap into this, there will be more success. Have more I am an art teacher by trade, but I involvement with outside craftspeople, found myself drawn in to the magic and create more opportunities for history of teaching Design & apprenticeships, competitions, and Technology. It’s not so dissimilar to have a more fluid workshop art. In some ways this is correct but in environment. I think keeping a grasp on others it isn’t. Teaching it is how I the traditional skills of D&T are vital, learned that D&T is an individual but pairing them with elements that subject, that works harmoniously with would make a viable difference and others within the school. contribution to society is really important. No more making frames for Uptake was always positive, results mirrors or iPod speakers that instantly were always strong, however I get thrown away, but understanding discovered that keeping D&T as an how to restore and reuse current option was deemed unnecessary in the products, in order to protect our living school. planet from further destruction.
I believe that over time there will be a Exam boards have not listened to the resurgence and awareness of the cries of dismay from frustrated importance of the skilled practical teachers, when they are given subject that is Design & Technology, specifications that don’t allow for the maybe with a new government. But
scale of making they were previously there needs to be changes to bring used to. I could see this was an issue D&T back into the limelight and that, I when I was teaching D&T, and have think, needs to reflect the current seen a lot of specialist teachers make do and mend culture which is moving over to 3D art as a more very much alive in society. accessible option.
16 Phil Cotton, Head of Department, Design and Technology The future of education and Art. Ladybridge High school. The past six months has been a roller attending school every day, and returning safe, is coaster for education. What we took enshrined in our society. We would never entertain a situation where attending school could potentially for granted was suddenly taken away Amazons city of the future inflict life-threatening harm on people. But here we https://www.youtube.com/watch?v=ZjraUKJRIt8 from us. Education as we knew it, are, about to test that concept out. If the classroom might never be the same again. If you ultimately can’t be safe then what will the future of had said to me 12 months ago there education hold for us? would be a global pandemic and every Reflecting upon the past 6 months, could a hybrid school in the UK would be closed for 6 model emerge where students learn remotely for some months, I would have bet my house subjects and only attend school for subjects they that it wouldn’t happen. couldn’t learn remotely? I teach Design and Technology and practical subjects have taken a battering with COVID-19. D&T, The classroom was always an oasis of safety for food, art, PE, science, etc, cannot be children and teachers. A place where learning thrived taught effectively remotely. Where a and futures were made. A detachment from the ‘real practical skill needs to be developed world’ where knowledge was developed and inquisitive it can’t happen from a student’s minds were formed. Now, life has been turned upside house. They need to be in the down and schools are the last piece of the puzzle to correct environment with the correct open up again. What was taken for granted as a safe equipment, otherwise effective and secure environment, know comes with inherent learning cannot happen. But what risks that needs to be strictly managed. I personally about subjects that are not practical? don’t think people really understand how different What about English, maths, education will be when we return in September. languages, humanities? Could they Schools will not operate as normal and the ‘new be taught effectively remotely? I normal’ will require some very innovative approaches know head teachers and SLT would in the classroom. baulk at that idea, as they are seen as the core of education, especially with the short-sighted EBacc But here’s a thought about the future of education in policy. However, if the transmission rate cannot be our current climate. Will the classroom survive under controlled in the classroom, theoretically those subjects COVID-19 if the transmission rate cannot be that are taught primarily via a teacher lecturing to a contained? The whole concept of children and adults class, could be taught remotely and children would need only attend the school premises for practical subjects.
Continued on next page... 17 Elon Musk: City of the Future The future of education https://www.youtube.com/watch?v=L054Xd97_rk We have found ourselves in a situation where many This brings me back to the hybrid model of education. private schools, and state schools in affluent areas, Could the future of school be where students are have managed to continue high quality remote physically in a classroom for some subjects and taught learning with very little impact on student progress in remotely for others on a carousel model? Many would many subjects. Live lessons have been the norm where say nonsense, but Harrow school has just launched whole classes attend zoom lessons and the ergonomics ‘online A-levels’. It’s an ‘online school where tradition of a teacher’s chair is more important than meets innovation’. Imagine the prospect here. A ever. Students have the essential equipment student can attend one of the world’s most prestigious at home e.g. laptops and internet, with schools for £15,000 per year and gain a set of A levels parents who are probably working from having never attended a class in person. This is the home and able to monitor their children’s concept of an online degree filtering down to high progress. In this scenario a student’s ongoing school level. Now online degrees are becoming ever education won’t have been impaired that more the norm. When the COVID lockdown started all much, apart that is, from their practical-based universities went to online lectures and some may learning. never return to face to face working. Online degrees work, and are mostly accepted by society, unless it’s a However, this throws up another situation. degree that requires a practical element, such as What about students in deprived areas, from dentist, doctor, vet, nursing, engineering. Which poorer backgrounds who don’t have access to brings me back to the original point, do pupils the technology or the support at home. They following non-practical subjects really have to attend do not have laptops or Wifi, and may only school, in person? have a smart phone with limited data. COVID- 19 has thrown up a new educational phrase What we are seeing with Harrow school is an ‘data poverty’, that I did not even know experiment, the start of a concept that could send existed. Could there now be a case where shock waves through education. What was previously children from deprived backgrounds have deemed ridiculous, is now accepted as a viable method priority in attending school, when the more of education. affluent and supported children can continue with remote learning? Controversial I know, I am already trying to come to terms with a return to but the gap between the more affluent school where assemblies will be via zoom, parents’ students and PPG (Pupil Premium Grant) is evenings will be delivered via a remote link, and the now bigger than ever. Would this ever be a traditional head teachers morning briefing will be pre- scenario society could accept? recorded.
18 D&T in a COVID-19 Pandemic.
At Pearson, we have been working Throughout the autumn term, we A key change that we anticipate they were thinking, as this Phil Holton, Pearson. tirelessly to create a package of will be working to communicate teachers will adopt, is the one that maximised their rate of learning. support that is ever iterating in the opportunity of Ofqual’s allows students to make a “proof Once the proof of concept gave The world may never return to the light of customer needs. For the agreed changes. Switched-on of concept” in place of a final the design team the confidence seemingly distant normality of life subject of D&T, both our GCSE teachers are already thinking functional prototype. Made that they were on the right track, before COVID-19, but the impact of and A level qualifications will about navigating the challenges prototypes have been assessed on refined prototypes used modelling the pandemic has yet to be realised provide the opportunity to deliver in ways that not only give their quality and accuracy in the wire and clay to create the right in the UK education system. The the Non-Examined Assessment students the very best chance of current and numerous previous “feel”, which is important when year ahead presents little in the way (NEA) in new ways. The result of success, but also shift significantly versions of D&T qualifications. A designing something to be worn the Ofqual consultation affords all how they will encourage students large amount of evidence relating every day. If our students are of normality, with considerable awarding bodies equal scope to to be designers through the NEA. to material selection and sitting in non-specialist spaces, unknowns facing schools, teachers change the expectations of Industry has been able to tool/equipment application is also like a classroom, or potentially and students, all of whom will be manufactured prototypes. Where streamline over many years in produced through this making working remotely, from home, navigating the challenges with the the making of a final outcome order to reduce the cost of design journey. COVID-19 will likely having the confidence to grab best intentions of our young would have reinforced knowledge and to increase levels of both mean making becomes more what is around and prove that learners at heart. and demonstrated application, efficiency and innovation. difficult, ill advised, or potentially their ideas will work must have students will be encouraged to Teachers however, will be looking impossible. Industry has long equal value to making a high- evidence this in ways that remain much closer to home, and will recognised that proving the quality prototype in a workshop. within the restrictions that are in want to achieve equal and fair concept is sufficient to validate Hopefully, future adaptations to place at their school, in their local access for students, irrespective of that a design brief can, or will, be D&T qualifications will recognise area, or within national level their backgrounds and abilities, met by a new solution. The the value of this approach, as we guidance, such as that supplied and commit to a level of course perfect example for this is Google give young learners the skills to by CLEAPSS. delivery that may well need to Glass (a wearable computer with innovate and problem solve in adapt and change over the screen, mounted in spectacles). place of manufacturing or academic year. The first proof of concept was building skills that have held made from a coat hanger, fishing considerable value for D&T wire, hairbands and a whiteboard. qualifications in the past. The reason? The designers were using materials that they had to Augmented Reality in education https://www.youtube.com/watch?v=5AjxGqzqQ54 hand. It was important to prototype at the speed at which
Continued on next page... 19 D&T in a COVID-19 Pandemic.
Working remotely from home, will access to technology and being a Whilst optimistically wanting the streamlines the design process, We wish every teacher and have a dramatic impact on the digital native allows students to new academic year to be full of working rapidly with what we student the very best for the current cohort’s ability to learn approach a design process with fruitful creativity, design and have to hand, proving our skills in about materials, tools, processes innovation. Where users can be innovation, it may be more new and unique ways, and academic year ahead, and hope and equipment, because they will engaged remotely, concepts can realistic for this cohort to respond resulting in innovation in all they are able to stay safe and have less hands-on experience of be tested virtually, and iteration in their NEA by exemplifying environments. At Pearson, we continue to learn in the subject making functional products that a can happen using tools and apps characteristics of resilience, intend to be thought leaders in of Design and Technology. user can take out into the real that reduce the incline of the adaptability, and acceptance of this area, and we are fully invested world and test. Making things in a initial learning curve. If anything, the limitations that they continue in design education in the UK for workshop remains a highly bringing the solution into a to face. But, through this year, this current and all future valuable learning experience for physical manifestation may be the students and teachers will identify generations. our young learners, irrespective of most restrictive stage of the NEA, ways to work efficiently, the fact that they are increasingly given its need to physically be approaches that flex and stretch less likely to use these skills in a handled and scrutinised in a world to accommodate even the most future career. The key challenge of social distancing. Though equal dire of situations, and evolve new for teachers is in bringing the access to devices suited for an norms that may well create a practical learning to spaces not education setting was still an issue blueprint for future cohorts of designed, or intended for it. This when lock down was started, this students to follow. Our role in generation of young learners, resulted in additional government awarding our qualifications will be known as generation Z, are the funding for laptops for the most to recognise all of this, in every most digitally and technologically disadvantaged learners. The version of the NEA we assess, and smart of any generation. This is personal devices that already sit in do everything we can to support not solely because the technology the hands of students offer teachers through their journey. has become financially accessible features, apps and tools that Shifting baseline syndrome, in by the time they reach their teens, previous generations could have which over time knowledge of but because they have grown up only dreamed of. things is lost due to the changing learning to be more selective, world in which we live, suggests creative, unique, and native with that we may forget how this technology than the traditional D&T education was. generations who came before We may become accustomed to a them. For the process of design, post-pandemic qualification which
20 transforming our Dawn Foxall, teaching and learning Textiles Skills Academy COVID-19 pandemic Transformations are emerging from the initial chaos. Some There has been support from some education organisations, continues to cause businesses and organisations are taking full advantage of the and especially CLEAPSS which has been extremely supportive disruption, making more effective use of existing technologies at providing workable solutions to COVID-19 restrictions. disruption and and developing new. We have also seen individuals Schools have had to use their initiative and do what works best uncertainty. How are transforming by making changes in patterns of behaviour and for them under the ever-changing guidelines. we responding, and the ways they work and socialise. The underlying worry is that The Textiles Skills Academy is a teacher support group and this pandemic is not a one off and that our ‘normal’ world will what do we need to CPD deliverer. We needed to rise to the challenge of be less secure and stable in the future. Possibly little or none of do to ensure a developing online courses and began to create online Training our previous logic and thinking can help us. sustainable future Rooms for Textiles Teachers. These Training Rooms run via a Education is one of those areas which has had to transform and Facebook platform and are a fast and easy way of putting for the Arts and adapt quickly and dramatically. Enforced new ways of together relevant knowledge, visuals, downloadable guides, Design & delivering learning to both students and teachers has meant video tutorials and lots of other resources, so they can be easily Technology? massive learning for all of us involved in education. We have accessed by teachers. Those who do not have a Facebook duly learnt how to get around Zoom, or other live video account can easily set one up and once in the Training Room, 2020 has been a technologies, and adapted or completely rewritten schemes of teachers recognise the format and understand how to access challenging year for work and lesson plans and rearranged our working lives. and download what they need. all of us. And it’s not Some of us, particularly working with arts and design subject We have launched 6 textiles teacher Training Rooms so far, and about to stop, as we areas, are having to adapt to non-specialist classrooms, not developing more as we get feedback. Live Zoom sessions with enter another phase able to use specialist equipment, or working on clean-down participants, is part of the training, and throughout the of uncertainty when rotas for rooms and equipment. None of this is conducive to lockdown period teachers from as far as Puerto Rico and Jersey practical teaching and learning. Practical lessons have to be have been able to join us, whereas previously this was schools and colleges given a completely new vision, but we are creatives and we can impossible.” To “We have launched 6 textiles teacher Training re-open and a second do this. Rooms so far, and developing more as we get feedback. wave of cases may be Live Zoom sessions with ahead. participants, form part of the training, and throughout the lockdown period teachers from as far as Puerto Rico and Jersey have been able to join us,
whereas previously this was impossible.
Continued on next page... 21 transforming our teaching and learning
Online courses are also being developed for student access, Beyond the Pandemic which will enable those who need to isolate, or cannot attend COVID-19 has given us an opportunity to rethink what matters class for some reason, or those where location is an issue, can most in education, and what we need as a society. So far, the still access the learning resources they need. initial response has been reactive and adaptive, but we could These online courses are a game changer, as we begin to be looking at a transition phase towards hybrid schooling understand that this is the start of how our new world will look. (virtual and physical). This transition could allow for the arrival In my opinion It was always going to happen, the pandemic of a pedagogical moment and an opportunity to completely has just accelerated the process, forcing us to change the way revise our current teaching/learning methods, rather than we work, learn and socialise. Online training can also be more simply hoping to return to what was before. This will be the cost and time efficient. Cover is not needed, the training can challenge. be completed at home or at school, and to the user’s timescale. There needs to be ever stronger links with industry, to ensure Online training will never completely replace face-to-face the education we are delivering is appropriate to support the workshops, as we miss the human interaction and networking, needs of a very changing landscape. Particularly in retail, where but for now they will enable us to still get access to the training we see different ways of consumerism developing, changing we need. habits and the different needs from society.
The Training Rooms: Having traditionally utilised teaching, which relied heavily on direct instruction and memorizing, we need more interactive Within Each Training Room teachers work through units and methods that promote critical and individual thinking for the are able to ask questions to each other and/or the trainers, innovation-driven economy we live in today. Being more through the discussion pages. There are also regular Zoom practical subjects, art and design are by nature, interactive and sessions with the course trainer, where teachers can can readily support developing a hybrid system of educating communicate live with each other and ask questions. We have which involves mixed online and face-to-face teaching, that will also designed a course specifically for teachers who are facing draw on both physical and virtual spaces. Future education will working in non-specialist classrooms and/or with restricted incorporate methods of online delivery, changing the way resources and equipment. The techniques on this course are students access resources, enabling completion of tasks set in accessible and will adapt to a scheme of work for students of school. key stages 3, 4 and post-16, and to student use at home.
For more information please visit the website: https://www.textilesskillsacademy.co.uk/online-events/
Continued on next page... 22 transforming our teaching and learning
There is a whole other discussion that needs to be had around Networks offer opportunities for collaboration and working in the lack of access to high-speed broadband, or digital devices partnerships, and to facilitate peer-learning (such as sharing and the increasing distance between the wealthier and low- experience, information, challenges, ideas, solutions and income communities. This has to be tackled as we move into a knowledge) and encourage student/teacher learning more technology driven forms of educating/learning. experiences.
The pandemic has also highlighted the need to develop Despite the incredible challenge of the COVID-19 pandemic, networked school communities and create a stronger we have been given an opportunity to transform the education educational home-school culture. We have seen collaborative system. We can evolve and change the overall purpose, networks, both formal and informal, emerging online and off. content and delivery of education in the long term and prepare Networking is essential at every level of education, from our education system to deal with future pandemics and crisis. teacher groups to student collaborations. Online groups have This in collaboration with our networks, including overseas been a massive support to teachers, who have gone from experiences and knowledge. forming new alliances for manufacturing PPE, to giving advice For more information please visit the website: and ideas on changing situations, rules and restrictions. https://www.textilesskillsacademy.co.uk/online-events/ Networks can bridge gaps not filled by formal organisations. They can focus on specific areas of knowledge where individuals can mentor, or support each other. Informal networks may develop effective bonds of trust.
Textiles Skills Academy manages a 4000+ Textile Teachers Centre Facebook group. As with other Facebook networks, this really has come into its own, being an incredibly supportive resource and communication hub throughout the lockdown. Teachers have supported themselves and found new ways of delivering and sharing ideas and resources. A mentorship scheme is also set up within the group, enabling individuals to access or offer one-to-one support.
Reimagine Learning that can Change the World: https://www.youtube.com/watch?v=ZT3QpUfEg1Q
23 My vision for the future of Design and Technology Michael Noonan, head of technology, Queen Elizabeth’s School, Barnet
When pondering on what the When taking on the job of head establish a flourishing subject. an environment which both in our workshops and future holds for the subject of of technology almost four years encourages and celebrates classrooms could pave the way Design and Technology, I think ago, I was faced with the The first prong in our creativity was critical for all for future success. Richard it vital to first consider what challenge of improving an department’s plan of attack was teaching staff. Every module and Browning, Simeone Gertz, Josef we have achieved as a subject, already academically strong to really emphasize the lesson taught in our subject now Pruza and Sundar Pichai are a especially in recent times. department (albeit interest in the relevance of the skills and contains some element of few other names which regularly Faced with the austere reality subject seemed to be on the experience which D&T could ‘design a creative solution to this ring out in our classrooms as of teaching a practical subject wane). I saw our main battle as offer. Revamping and rethinking problem’, and always has a modern models of innovation remotely without the use of being in the minds of both how we offered the subject of focus on solving real-world and creativity to which our our facilities, I witnessed both students and parents. Families Design and Technology paid a problems. Applying these skills to students can aspire. Indeed, we at a departmental and national wanted their children to have the critical role in this, firstly through initiatives such as the Institute of also promote the use of peer level an incredible amount of best possible chance of success underscoring the importance of Civil Engineer’s #ICanEngineer heroes, through our current 6 innovative teaching and in future life but did not see the design thinking and creativity to challenge, or the Shell Bright Arkwright Scholars across year’s learning methodologies. relevance of what was perceived future careers. At all times when Ideas challenge, allowed 12 and 13 helping to inspire the to be an ‘old-fashioned’ subject. engaging in a design or make students gain confidence in their next generation to achieve such These ranged from innovative I’m sure we’ve all heard the activity in the department, the skills and, in some cases, an accolade. resources like those being usual quips such as “it’ll be great focus shifted from ‘we are achieve success through doing written on behalf of the Oak for them to have some DIY skills learning these skills which are this. I have witnessed first-hand the important’, to ‘these skills are National Academy, to the use of in life”, “this could make for a effect which partnership with real technology to achieve learning great future hobby”, and the critical to any future designer, The use of design ‘heroes’ was engineering and design outcomes thought previously dreaded “isn’t D&T JUST engineer, architect or computer another powerful tactic. Finding companies has had on our scientist’. No action came impossible outside of a furniture making?” (not that examples of recent, innovative students, especially in helping to classroom or workshop. Few there’s anything wrong with such without a qualifying statement, users of the very design skills give students an extra nudge other subjects could have had a noble trade). Battling the and we always wanted to which we were fostering, showed towards a specific career area. the potential to suffer as much as stigmas attached to what should extinguish the embers of “why students why they would want to We have been taking part in the D&T during a period of exile, but be perceived as one of the most are we doing this sir/miss?” pursue a career in our subject EDT’s Engineering Education it is my firm belief that the superb academically rigorous and before they had the chance to area. Gymshark founder Ben Scheme for over 10 years, and ignite. That creativity is stifled efforts of Design and Technology challenging subjects was our Francis, who began his company have had some tremendous educators nationally have main challenge, and I believe the through the proclivity of through screen-printing in his success with our students in this resulted in a surge in interest, lessons we learned from workplaces to apply too much garage in 2012 (and who’s regard. By pairing Year 12 pressure on meeting deadlines and a realisation by students just engaging in this can help to company was recent valued in students with real-life how relevant designers and illuminate the pathway to (Thinking on your Feet, report, excess of £1bn) is one of a litany engineering challenges set by engineers are in improving the RADA, 2017) comes as no of such heroes, proving that the firms such as Morgan Lovell and quality of everyday life. surprise. The establishment of deployment of the skills learned Overbury, students have a feel Continued on next page... 24 My vision for the future of Design and Technology
A reluctance to adapt and enhanced the reputation of the produce prototypes remotely. I change with the times is always department in the eyes of its have seen the profound effect a challenge, and, speaking students. I’m sure that the which the use of design and personally, I would have production of Over 443,000 technology skills can have on previously viewed my own pieces of PPE at last count by everyday lives, especially at a specialism as being in departments nationally (as time when people’s needs and woodworking and joinery. surveyed through the D&T wants are rapidly changing. My However, our staff believe that Association and Sarah colleague and I have even for the everyday excitement of Staying ahead of the curve of their introduction of, and greater Wollerton) has had a similarly managed to continue our DATA working with an engineering cutting-edge technology in a confidence with 3D printing has positive effect. CPD virtually though the use of team. Students are set real briefs subject which has this at its core, had a major effect on student Zoom. Put simply, I have no to make a difference to worker is critical in battling the notion of interest and confidence. We A final word on the challenges doubt whatsoever that as a health and safety, or to being old-fashioned. The have cast away the shackles of facing us in the tumultuous times subject we can rise and adapt to significantly improve workflow on successes of our VEX Robotics being viewed as a ‘traditional’ ahead. COVID-19 has proven to the challenges facing us in the site. Engaging with high level clubs, the establishment of a 3D subject, without losing the core be a major challenge for us as future. It is solving problems, professional clients, conducting printing club, the sheer joy and of establishing effective hand educators. Rather than viewing real-life site visits, producing enthusiasm of engaging in lively skills in modelling and this as a stumbling block for our effective full-scale prototypes debate in our automotive club, manufacture. 3D printing has subject, we should instead view and finally presenting to the and intertwining programmable become both more affordable it as the launchpad which can company’s board of directors are boards such as Kitronik’s and accessible in recent times, help to reinvigorate our subject. I powerful experiences which help Electronic Game or the Arduino with a wealth of valuable have seen tremendous to re-enforce the student’s suite of boards with more resources available online on outcomes in collaborative beliefs that the skills they have traditional manufacture projects, sites such as YouTube and learning such as the D&T Isotech honed in our department can have helped to combat any such Instructables. Our advancement Challenge and our own use of pave the way for future success. notions of anciency in our of the CAD/CAM suite from a forums through our school’s department. single 3D printer and a single Firefly website. I have been able laser cutter in 2017 to 8 printers to use remote learning to allow and 2 lasers in 2020, as well as students to ‘virtually our heavy involvement with 3D manufacture’ products, through after all, which is at the core of Crowd’s manufacture of PPE for online resources which everything we do. In doing so, frontline workers (for which the demonstrate the use of the skills we can model the habits and department acted as the North and equipment married with skills which we seek to foster in London Hub and I as the main sending through design ideas our students every day. London Co-ordinator) has online and using CAD/CAM to 25 The Design Museum has a vision for • Inspiring the next generation programme, Design Ventura, is a high quality design education, has a a world where everyone values of designers, creative good example of how we seek to do key role to play in shaping what design, and design is relevant to professionals and critical this. Design Ventura is a free design that future may look like, and we everyone because it solves global consumers to develop design and enterprise competition offering remain hopeful about that. challenges. Learning is at the heart skills, knowledge and a lifelong students in years 9, 10 and 11 the For more information about Design of the museum’s DNA, and enabling passion for design in today’s opportunity to tackle a live brief by Ventura visit young people to experience design complex and rapidly changing a leading designer. Students are https://ventura.designmuseum.org/ and the design process from a world. challenged to design a new product young age is key to achieving this • Connecting the professional for the Design Museum Shop. The aim. At the Design Museum, we are world of design with the lives top ten shortlisted school teams proud to offer learning programmes of our learners through critical, pitch their ideas to a panel of for adults, lifelong learners, design contextual and creative industry experts and the winning enthusiasts, students of all ages and engagement. team work with a professional A Vision for the Future families. However, we are keenly • Providing experiences that design agency to see their idea Fiona MacDonald, aware that not all young people enable learners to participate made and on sale. Head of Learning, the Design have this opportunity. Design in design processes and the life The programme offers free online Museum education in UK schools is under of the museum so that learning teaching resources, in person and threat and that there is a crisis in creates individual agency, online CPD events for teachers, in- creative education today. Recent happens at a deep level and school and museum-based figures from the Cultural Learning brings about change. workshops, and webinars with Alliance show that, since 2010, the leading designers. Design and uptake of Design & Technology at In terms of design education in business professionals support the GCSE has declined by 57% in schools, we hope for a future with programme throughout as England alone, and the most recent more opportunity, a future where volunteers offering industry insight. GCSE figures are even more bleak. the real world of professional Participation in Design Ventura has design meets classroom learning, in At the Design Museum we believe grown year on year, from 61 schools person and online. We hope for a in the potential of design, as a way in 2010 to 300 schools in 2019 and, future where teachers are of thinking and working, to help to date, schools have participated supported to take advantage of bring about a positive future. from as far afield as Brazil, China, current technology to offer a Design, with its combination of Germany, Malaysia and New programme of blended learning creativity and practicality, offers a Zealand, as well as across the UK. opportunities, combining classroom unique approach to problem Despite the declining uptake of lessons, digital engagement with solving. As a discipline that teaches Design Technology at GCSE, it designers and in-person and online innovation, resilience and thinking seems that there is a demand for access to museums, exhibitions, and outside of the box, we believe that this type of real-world design and collections. designers, design educators and enterprise education. design students are the best placed As the UK’s only Design Museum, Today, we are perhaps more aware people to tackle upcoming we hope to facilitate this. We hope than ever that we cannot predict challenges. The Design Museum’s to act as the go between, between the future. However, at the Design vision for the future focuses on schools and the real world of Museum, we believe that offering three central aims: design. Our flagship learning 26 Question: What should the future
of D&T look like?
Mark Wemyss-Holden, The Drawing Tool Company
“Ohh, is this craft / CDT / woodwork / Why then, do people still view D&T in a parents, governors, and to an extent, metalwork? I used to love doing that at nostalgic haze of dust and desk tidies? ourselves, that what we’re selling is school.” Nothing ruined a perfectly And, more importantly, does our legit. good parents’ evening like hearing subject actually encourage our this. We might know better, but clearly students to feel like modern-day With so much access to slick some have reason to believe nothing designers? aesthetics through their various smart has changed. devices, our students are more design- Point one: savvy and fashion-conscious than ever How we understand our subject and before. Peddling a dusty old workshop how others perceive it can differ When did you last buy a book with a with dated fixtures, crumbling ceilings wildly. I think D&T is about developing crap cover? and faded photos of the original BMW a mindset in our students. A way of Mini and Starck kettle as a ‘studio’ thinking, embodying certain practical Back at school and college, I remember just isn’t going to cut it anymore. As a and cognitive abilities, demonstrating desperately looking around myself in homeowner coming to the end of a sympathies and respecting known D&T workshops for inspiration and lengthy renovation project, I have an parameters, while simultaneously influence to help me achieve appreciation for how affordably you serving up a large dollop of something that resembled an can deck out spaces to look like a personality, bravery and quite often, a interesting and unique idea. Quite designer has had some influence on sense of humour. Needless to say, I often I’d revert back to the same the proceedings. We need to embrace used a slightly snappier response than (only) posters in the room that low-cost solutions together with free that at parents’ evenings. To be a displayed anything remotely of and accessible interior design ideas successful design student, we want interest. The work spaces themselves (I’m talking about you, Pinterest) to pupils to think like designers, tended to offer nothing more than make our facilities FEEL like an selflessly and yet with their own battered tables, flanked by a handful of environment that promotes creativity, characters helping drive their creative choice relics from previous year style and function in a suitably up-to- decisions. This means encouraging groups, the harsh glow of a few date manner. This needn’t cost the them to blend some of their fluorescent tubes and the suspicion earth. Just a few cans of paint, some personality with behaviours and skills that parts of the room had probably masking tape and a couple of days in that we can influence. never seen a vacuum cleaner. We need the holidays can make a massive to convince students, teachers, difference. The point is, D&T needs to LOOK the part. This needn’t be a ? Continued on next page... 27 Question: What should the future
of D&T look like?
showdown to find the most stylish Point two: methodical, less creative path. When D&T teachers. As a subject, we should this is the case, students (and help each other by generating and Mmm, this is delicious, but as you’ve teachers) are more concerned with sharing inspiration, ideas and even only used a frying pan, I’m afraid it’s racking up a tally of processes, rather physical resources centrally, so than proving an idea has legs using a 2/10. nobody is left behind in a visual only the necessary prototyping and revamp of our subject. testing methods. This leads neatly on to what we should really be doing in our new, achingly- Students working in a stimulating cool ‘Innovation Studios’. A variety of I designed IsoSketch® in such a way environment, with more of a focussed prototyping facilities must be available, that if it were to be entered for non- ‘studio’ feel, will naturally reflect a either fixed or modular, but our exam assessment, I’d probably sink sense of their environment in their teaching must allow students to due to a lack of processes and designs, achieving better outcomes understand the value of their use. I materials used. But that’s the nature than projects born out of tired remember feeling in some way of the beast with a plastic drawing aid! workshops still hanging on to their inadequate if I’d not managed to find a Should I have tested it in MDF and CDT roots. Consequently, aesthetically use in my projects for metal lathes, fabric just to prove that transparent improved outcomes from our students sheet folders, welding rigs and various polystyrene was actually the best may just get the attention of those other tools exhibited on the walls like material? Cut it on a fretsaw and looking in so critically at what they trophies from our industrial past. hand-carved one just to show that see as an out-of-touch, expensive and Design projects should be encouraged laser cutting was a superior ageing subject. The finishing touch? to reflect the real world of design, prototyping method? Thankfully, it Perhaps we cement in people’s minds where prototyping is a means to works brilliantly, due to the countless what we really are by giving those achieving a proof of concept, not to teachers and students I tested it on heavily-weathered initials a rest and show that the designer is capable of before committing to the final CAD brand ourselves as simply using every tool and material under profile. ‘Innovation’… the sun. At higher levels, attainment built on demonstrating a wide range of More independent, potentially live processes / materials favours a more brief, judging of certain projects would ? Continued on next page... 28 Question: What should the future
of D&T look like?
also give teachers an alternative ways to prepare students for a life of Students need to develop a basic grasp The International Policy Digest, How will education viewpoint, and let students receive tools and materials specific to the of the costs involved in the design, change in the next 10 years: focussed feedback about the viability of problems they will more likely face in development and distribution of https://intpolicydigest.org/2019/05/01/how-will-education-change- a concept. From working in the STEM the future, such as house renovations, products, backed by an understanding in-the-next-ten-years/ competition industry, I’ve seen first- dabbling in basic car mechanics or of how something would need to be hand how desperate big companies are becoming their own ‘genius’ by manufactured in order to get it to to engage with schools. Attracting a learning their way around a market in the volumes required. I’ve professional designer, engineer or misbehaving electronic device. D&T been in the room when “Oh, you’d marketeer to be a judge is as simple as should focus their attention on how probably just injection-mould that in putting a request on the STEM the world can be changed in a positive real life” has been proclaimed. Does Learning website (www.stem.org.uk). way by reacting creatively to genuine anyone stop to think how much time I’d love to see the originality and problems, while keeping a commercial and money would be required to effectiveness of an idea, either digital eye on the viability of any proposed design, develop and manufacture the or physical, become the real assessed solutions. tool that makes that possible? And in article, rather than how much stuff what numbers you’d need to produce was used to get there. My point is, it’s Point three: the item to make that spend clear that the answer doesn’t always worthwhile? And how much marketing need spelling out in three different What, you made that yourself? You budget you’d need to give you a languages. However, with assessment should take it on Dragons Den! fighting chance of making those as it currently is, the laser focus that sales?! It’s a scenario I faced when a design project requires can be diluted Business-mindedness, then, is the developing IsoSketch®, but one I and blurred as we try to engineer a third prong on my D&T-future trident managed to get a handle on with the thorough response to fit criteria that and one that seems so obvious but so help of small business networks and aren’t really interested in how clever lacking in how the subject is currently supportive manufacturers. Even my the actual idea is. delivered and assessed. Would this idea product design degree didn’t really you’ve spent months deliberating over prepare me for the business side of This sums up the second part of my and studiously developing, actually launching a product, which I now D&T ideal scenario, which is that I make any commercial sense in the real understand is one of the most crucial think we should be putting a much world? This HAS to be part of any to success. Really, we’re setting our heavier focus on problem-solving than revision to the way our subject is fledgling designers up to fail by simply manufacturing. There are far better taught and projects are assessed. ignoring this most vital part of the ? Continued on next page... 29 Question: What should the future
of D&T look like? A day made of glass https://www.youtube.com/watch?v=6Cf7IL_eZ38
process. The one that ultimately may well highlight the relevance of which gave us the time, space and determines whether all your hard commonly overlooked inspiration to put those ideas into work has been worth the effort or not. areas.Specifically, the need for graphic some sort of reality. Luckily, I ‘got’ it. design and marketing skills to create I’d love to see live projects where well-judged branding and packaging, Some D&T teachers have always students could actually measure the while promoting the right messages. It delivered the subject brilliantly, and success of their ideas by seeing some may well turn out that, as discussed it’s those role models we should look to sort of financial return. Selling earlier, and over all else, catching the now for the real nuts and bolts of how products manufactured in school for attention with well-judged aesthetics to teach such a thrilling subject. We charity (or the departmental budget) and a memorable punchline is what know our subject is packed full of as part of a Young Enterprise format sells. value and depth that few, if any, others would be a very involving, and can match for worldly relevance and ultimately valuable, learning In summary: future impact. Unfortunately, though, experience for students. Many D&T we’ve fallen out of favour with some departments are now endowed with We have a sensational product, big decision makers. We humans are the kind of equipment that keeps wrapped up in a worn-out paper bag. fickle creatures when it comes to being small-scale manufacturers in business. D&T must be seen for what it is, a convinced that something is worth our Rapid prototyping such as laser hugely relevant subject that can truly attention, so if change is on the cutting and 3D printing gives us the make a difference globally, and giving horizon for D&T, let’s start by ability to produce a modest volume of students the freedom to imagine, packaging and advertising our high-quality items to replicate small prototype and test ideas that can make brilliant, highly-valuable product a batch production runs. Imagine your our world better. As much as I loved little better, and see if students’ products being marketed and geography at school and college, I we can turn those falling sold to other students in school, with always felt acutely aware that the sales figures around. the success of each design being world was changing and geography as It’s time to take a lesson tracked and analysed at the end of a a subject would simply watch and from within and truly period of sales. It would be a brilliant report as it changed. With D&T, I felt innovate. and natural way to link with other the strong pull of a dynamic subject subjects, like business studies, English, that allowed me to fascinate over how mathematics and science. The results we could make changes ourselves, and ? 30 Letter A day made of glass 2 racks https://www.youtube.com/watch?v=jZkHpNnXLB0
Anneli Lombard, head of Creativity, acting head of D&T, Design & Technology has changed over the prepare our students for, and we can do this Hinchingbrooke School, Cambridgeshire last 4 decades; woodwork, metalwork and with or without IT facilities. We are looking for technical drawing, CDT. It is a subject that independent, creative thinkers and problem must keep evolving as the world around us solvers. For 38 years a letter rack has sat in my does. Responding to the developments in mum’s kitchen, still used for letters, she is of technology by building on the past, not Our departments’ ethos must have this at its that generation. I made this in year 7 (well obliterating it. heart, exploration, curiosity, creativity, it was the first year then) in woodwork. I innovation. It should underpin all our decision We must remember that the creative design making, curriculum writing, content and can’t remember when, how or if I learnt process remains the same whatever materials delivery both now and in the future, whether anything, just that is still exists, is used, and and techniques we use. Of course, CAD/CAM that is 5 years or 50 years’ time. It is our is hugely important but technology must not responsibility to educate students who loved. be allowed to side-track us from the understand that failure leads to progress, that fundamentals of designing and making, it an interest in the world around us helps us should enhance it. From Isambard Kingdom empathise and understand what is needed (for Brunel to Arne Jacobsen to James Dyson example, the huge effort by D&T departments (pioneers of technology), the materials and during the COVID-19 crisis), that taking risks is technology may have changed but the design a necessary part of development. Let’s support process has not. Humankind has moved from them in gaining ‘creative confidence’. the agricultural age, the industrial age, through the digital age and we are now in the All young children are inherently creative. You conceptual age. That is what we need to only have to watch pre-schoolers at play to know children love to build, make, design and come up with their own ideas. Creative being the key word. They don’t want to make the same as their friend, they want to express themselves, make their own version or their own completely new outcome. This is what D&T should be encouraging and facilitating.
Yes, students need material skills, CAD/CAM skills, understanding of machinery and equipment, there is nothing I like more than a
Continued on next page... 31 The world in 2050: future technology https://www.youtube.com/watch?v=Oa9aWdcCC4o Letter racks beautifully crafted piece of wooden furniture, I know my letter rack has at least twenty but do we really need to teach them by all partners out there almost exactly the same (if Websites: students producing the same outcome, with a more have survived this long), maybe some of few minor elements (often surface techniques) them are still treasured by parents. But is that IDEO - https://www.ideo.com/eu they have creative control over? No, we don’t. enough? What I wish is that it had been unique to me, my ideas, my innovation. Not a letter They need skills to develop solutions, outcomes rack but a way of storing & organising post. Design Thinking for Educators fromIDEO: that work for them. That will never exist again Who knows what I would have come up with? https://designthinkingforeducators.com/ in exactly the same form, because they have Or maybe it would have failed and not exist? their own way of seeing the world around them But I can guarantee I would have learnt more and their own way of responding to it. Not 300 and still remember the process. Year 8 wooden square boxes that all look basically the same with minor details that are As designers we should never know the Books: different, but 300 Year 8 containers of different outcome before we have started. shapes and sizes, made using the same The Art of Innovation by Tom Kelley techniques and materials. Some may not be the The excitement is the journey, the discoveries, best finished example, or indeed may not work, the unknown. Pub by: Profile Books Ltd but the students will have learnt more in the process. D&T should not be a subject focused [email protected] just on the outcome, but on the journey. Creative Confidence by Tom Kelly & David Kelly Pub by: William Collins
Making and Drawing by Kyra Cane Pub by: Bloomsbury Publishing Plc
32 When asked to write about your vision for the future of the subject you have been teaching for nearly 30 years, you are bound to My Vision reflect. When I started teaching in 1991, Design & Technology was the toddler of all subjects. It wasn’t woodwork, metalwork, or home Claire Young, Curriculum Team Leader, economics it was Design & Technology, or as it was at my first The Costello School, Basingstoke school, Craft, Design & Technology. As a CDT teacher, I was clear about the future of the subject and was able to combine traditional skills with creativity and DESIGN. We were a core subject and had loads of curriculum time. As I think back, I wonder how we move forward. It’s not clear to me what ‘they’ have in store for the subject, but I do know my vision is achievable.
I feel that the subject has lost its identity and, therefore, that we must start marketing ourselves better and get, not only our schools, but also parents, to see the subject as something other than woodwork and embrace the subject of Design & Technology.
We should use the changes in the GCSE specification to enthuse and inspire the new designers of our future world. Money and curriculum time are always an issue, as is being in ‘bucket 3’ but this doesn’t mean we have to sit back and accept it.
The environment that the students work in must be a creative place, have visual images, and design classics. Take a look at what Dave Bausor (@topbrum) from Ely College is doing with his ‘D&T Days Gone By’ museum, things like this can only inspire and engage students.
The equipment we use, no matter how old, needs to be well looked after. The environment must be a place where students want to be. It must be clean and tidy. If you don’t have the latest technology, you need to use what you have, to its full potential.
Continued on next page... 33 I strongly believe that the craft skills, along with CAD/CAM, need to be embedded in the curriculum so that students know how to use them for their products. How else can they be iterative and creative? My Vision In my utopian vision of D&T, there would be: design studios (not workshops), laser cutters, ...continued from page 32 computers, 3D printers, drawing boards (not desks), workshop equipment, modelling areas, printers; these areas would be multimedia spaces. There would be displays of products and a large range of materials. Lessons would be 2-3 hours, where problem-solving, and rapid prototyping could happen. There would be no rotations or carousels. Class sizes would be about 15 and students would work on projects both independently and as teams, analysing their work.
Design & Technology skills would be identified in other subjects. There would be strong links with industry and, of course, students would design and prototype sustainable products.
Some may be able to say this has already been achieved, but I know that some are struggling to get computers, let alone laser cutters.
Start from the students, engage them, and then you can lead them to their best.
In conclusion, there are many things that I would like for this subject and I know that there is an opportunity for its development, but I’d like to make a start and help this wonderful subject get its well-deserved credit. I know that 2020 has changed my way of teaching. I am no longer worried about how my voice sounds on a recording, I’m happier with using a visualiser, I am more confident on my use of Microsoft Teams and I'm determined to use all of these in the classroom now. Let's seize the opportunity to take D&T forward and make it the subject of choice!
34 The purpose of this article Some of the work is around 3. Fab-Labers However, there is more to it. As Future visions is to share 4 scenarios for investigating practical purposes we become more mindful of the the future. Rather than for new technologies, but, In this scenario D&T is available use of resources (Cradle to Cradle) primarily, the lessons are about society has become more proposing one vision for for all, its content is around of Design and using and learning how to use the interested in reusing, recycling, the future, putting all of emerging technologies and, new technologies. Much of the significantly, the implications of up cycling, etc, at home. It is seen Technology. our eggs in one basket as work is done using simulations these new technologies on that, by equipping young people it were, we suggest four and computers to model their society. Because it is available to with these domestic, practical life scenarios for the future of solutions. Pupils are being all pupils, it clearly has a high skills, then some of the imminent D&T. To do this, we take prepared for careers in high tech status and value for all. crises viewed in the future as we into account two key industries. run out of resources could be addressed. This D&T is about tensions: This D&T thrives on debate in the sustainable education. 2. Crafters & Hackers classroom, pupils developing the • What is taught in D&T. skills of critical thinking and Instead of proposing one future Established technologies (3D D&T is based on established argument, where they discuss the scenario we have proposed four printing, laser cutting, using technologies and processes from ethics of new designs, and because we see that there are sewing machines and hand the previous decades. Here it is consider the changes to society, values in each one. Taking any of tools) or emerging recognised that society will locally, nationally and globally. these scenarios prioritises some technologies benefit from some pupils knowing Much of the work is conceptual how to use traditional skills. This is and virtual, with pupils modelling aspects of the good D&T we recognise today, leaving others • Who D&T is available to. All partly because of the resurgence future scenarios and exploring the obsolete. This will be true for any pupils or only some of the need for people to make intended and unintended things. This subject meets the consequences of the new future vision of D&T. We need to needs of society to ‘craft’, to be in technologies. be mindful of this when designing These technological and touch with the resources and to a future for D&T, and be careful democratic tensions provide for make personal decisions. So, it of what we wish for. four future scenarios. 4. Menders focusses on human needs and practical function. Talking D&T podcast: Established technologies are 1. Fixers & Developers https://alisonhardy.work.buzzs dominant in the menders learning prout.com/ Pupils who do D&T in this spaces. Pupils learn to use tools, Here the subject is about high scenario are becoming equipped equipment and processes. On first tech and emerging technologies Twitter: for self-sufficiency to be future view, this D&T is not about global that only a few selected pupils https://twitter.com/hardy_alison entrepreneurs who meet local issues. It would appear to be have access to. In the teaching needs, for example, working in, about preparing for domestic rooms, the space is designed for running, and leading hackspaces. home life. The subject content is Blog: dtgeek.edublogs.org/ Dr Alison Hardy, Senior lecturer at Nottingham pupils to engage in and learn This scenario for D&T is about around the home, processes Trent University and host of the Talking D&T about design thinking. Creativity inquisitive, creative, practical needed for the home and family Twitter: @The_DT_Geek podcast, and Matt McLain, D&T Educator, for the pupils is to think about pursuits. life. Senior Lecturer at Liverpool John Moores how new technologies can be University and Trustee for the D&T Association used. 35 Food will always be a fact of life – will your future pupils be the ones to feed and inform the nation? Frances Meek, Senior Education Officer, British Nutrition Foundation
The British Nutrition Foundation’s (BNF) Careers that feed the nation education group has recently been working on a new careers resource for schools to be launched Farming covers 17.5 million hectares in via Food –a fact of life, and it has led me to think the UK, which is 72% of the land, and more about the wide range of careers in food, employs 476,000 people. However, we are only 64% self-sufficient for food. and how these have changed over the years. There are a variety of reasons for this, Careers exist now that wouldn’t have been including the UK climate, our changing dreamt of when I started my working life! seasons and the fact that it is not economical to grow all crops/produce in So, what will careers in food look like in years to the UK. The weather in the UK, and come, and will your future pupils be inspired to around the world, has a considerable take a journey in food? impact on agriculture, and the food produced could alter significantly with climate change. As well as threats to crop According to DEFRA’s Food Statistics Pocket yields, climate change may also decrease Book, there were 4.1 million people employed in the nutritional quality of important staple the agri-food chain at the end of 2019, 13% of foods. Therefore, ‘newer’ agriculture GB employment. However, there are really two careers, such as agronomy (soil and crop types of careers in food, those that feed the science), will become even more nation and those that inform the nation. important to ensure that the land is able to produce the drought-, flood- and pest-resilient crops that the world will need in the future. Alternatively, will we make more use of the waters around the UK, and the world, and focus more on careers in aquaculture?
Continued on next page... 36 Food will always be a fact of life – will your future pupils be the ones to feed and inform the nation?
As well as the issue of climate change, a question that future generations working to feed the nation will also have to answer is “How do we produce more food with fewer resources, such as land, water and fuel, to feed the growing global population?” Perhaps one of your pupils will be inspired to work towards an answer?
Careers that feed the nation also include food processing. All the roles that are needed to ensure that the ingredients and food that we buy and eat are safe, meet our needs as consumers and offer healthier options. Careers include those in food safety and quality, food science, new product development, nutrition, primary and secondary processing, and Food is also provided for us to buy in All these careers provide fantastic technology and engineering. small shops, markets and supermarkets, opportunities for young people, but will to cook and eat at home, and to enjoy in what you teach excite and inspire them cafes, coffee shops, restaurants and bars. enough to find out more? Also, all those parties, weddings and celebrations that we plan and attend Careers that inform the nation wouldn’t be the same without the food and drink provided. Could one of your The current nutritional status in the UK is pupils be a future festivals and event in decline with, in 2018, the majority, manager or run their own butcher, baker 67% of men and 60% of women, of or deli? adults in England being overweight or obese, and 20% of year 6 children being
obese. There is also a prevalence of
Continued on next page... 37 Food will always be a fact of life – will your future pupils be the ones to feed and inform the nation?
malnutrition, both under and over Finally, the world of communicating nutrition. Following the impact of about food. Future generations will be COVID-19 on the nation’s health, in July even more adept at social media, more 2020 the government in England comfortable with advertising, marketing, unveiled a 12-week plan to help people food writing and blogging. Will one of to become fitter and lose weight. Who is your pupils be a future food stylist going to help the public become working for a food magazine, television healthier? It will be those working in show or PR agency? dietetics, health care and nutrition. Could they be one of your future pupils, Whatever the future brings, we will inspired by their food and nutrition always need food and drink. As we say at lessons? the BNF, food really is a fact of life. Will you be the one to inspire the next, and Alternatively, could one of your pupils future, generation to feed and inform the help keep us safe when eating out in the nation? future by becoming an Environmental Health Practitioner? Eating out of home Note: Food – a fact of life’s new careers is on the rise, The FSA’s (Food Standards resource includes a colourful poster to Agency) Food and You Survey (England, download and display, and a range of Wales and Northern Ireland) reported inspiring career journeys through the that almost all respondents (96%) ate world of ‘food’. To find out more, go to: out, with 43% doing so at least once or https://www.foodafactoflife.org.uk/w twice a week. Ensuring food is safe to eat hole-school/ will be increasingly important.
How about the next generation of teachers, lecturers, trainers, researchers or educational resource producers? Could you be the one that a new teacher refers to as their inspiration?
38 Improving the Quality of Life Louise T Davies, Founder, Food Teachers Centre
Momentous events, such as pandemics have been real problem and the context for the user. Skills in developing ideas, known to have significant impact on human society possibly drawn from unconnected fields or uses, which may yield simple and globally acceptable answers, together with effectively evaluating and accelerate changes or shift priorities. So, with ideas or products in action (our ‘iterative process’) are at the heart of the D&T lessons at home, this already challenges long- D&T mindset and thinking. Or should be. established notions of how learning is organised Let me give you a food example. To help feed us globally and healthily, and how schools may function in the future. scientists propose greater consumption of plant proteins. But scientists fall short when it comes to designing systems and products to make this Placed alongside what, I believe, lockdown revealed as vital for survival a reality. So, concept chefs have looked for plants that might mimic the and growth, such as an appreciation of where food supplies come from, taste and texture of meat. Enter…. Jackfruit, how obesity impacts, how designers can respond quickly and creatively and the phenomenon that is ‘Pulled Pork’. (for example, F1 engineers might help with designing and Designers experimented with ways of manufacturing ventilators) and that, given more time at home, some creating a near meat experience, applying people loved to create, make and craft as a source of personal street food culture, and adding flavour satisfaction, some of us involved in D&T education began to see a appealing to the user. However, a designer glimmer of hope that our subject might come into its own like never also evaluates its impact. If successful, what before. will be the consequences of a large increase As one of second tier subjects (including PE, art and music) that sit on in jackfruit production on the food system, the uncomfortable continuum between ‘hobby’ and professional farming, communities, and our health. The employment, attitudes towards the subject are strongly embedded. possible unintended consequences of what seems like a good solution. Does it solve the Some years ago, I was lucky enough to be writing the national problem, or create another? curriculum with colleagues at QCA (Qualifications and Curriculum Authority). We described how D&T gave young people an opportunity to So, my questions to all D&T teachers who are reviewing the intervene to improve the quality of life. Right now, there seems nothing subject for the future are: more important than having young people solve real problems in their • How can you create more meaningful opportunities to work on local own community. Designing products that already exist and simply add or global issues which will make a difference to those in urgent need to a consumer pile of junk in a few months does nothing to improve of help? credibility. • Could you increase real user research (rather than superficial)? Design and technological achievements will often, frustratingly, be attributed to science or IT. Science can provide the knowledge and some • How might students be taught to constantly evaluate products in new discoveries, but it is the designer who researches the needs of the use, to look for improvements and consequences, rather than seeing user, ensures that scientific knowledge is used to create a solution to evaluation as something at the end. meet those priorities. Well-developed skills in user research clarifies the
39 What is Design & Technology in 2020? The ‘soft’ side of STEM education These are presented alongside validated Providing Flexible advice, so teachers can trust that their The subject has evolved considerably in recent The design process within D&T provides the equipment and consumables are education- Learning Spaces to years. The new Design & Technology GCSE most stable foundation of all departments in ready and fit-for-purpose. has brought a fresh angle to the subject, schools to ignite the nurturing of 21st-century Support Wellbeing and focusing on a material-agnostic design process skills. In particular, those related to problem- Our Projects (installations) division remains the with the addition of some mathematical solving and critical thinking, but without too global leader in the provision of D&T and the Development of applications. For those schools and students much of a stretch of the imagination the engineering workshops. The success of our who have felt this isn’t the best pathway, TSL structures to develop communication skills and mobile machinery solutions continues to grow 21st-Century Skills. has seen the popularity of alternative GCSE- collaborative working are well within reach. as the necessity in schools for better utilisation Matt Evans, marketing manager Technology equivalent courses increase, particularly those of space grows, and alongside TSL’s sister The requirement to further develop such soft Supplies Ltd which focus on modern design and vocational brand, Demco, we now install more than skills has not come out of the blue. Workplaces subjects such as rapid prototyping and previously D&T and STEM spaces which in many, if not all, industry sectors continue to robotics. include flexible and modular furniture to evolve, and the pace of change via provide zones for student collaboration and The link with STEM (specifically, the elements information technology and operational presentation. What’s more, our workshop of Technology and Engineering) varies widely technology is becoming more evident as the solutions consider the entire learning between schools. Some are able to fully fourth industrial revolution materialises. The environment. The effect of comfort, noise, integrate a multi-subject approach into their applications for big data and IIoT (Industrial light, and temperature on students’ ability to curriculum, whilst others take a more project- Internet of Things, connected devices in the develop knowledge and skills, and the impact based approach, often through clubs and context of industry) means that the on learning outcomes and wellbeing. other extra-curricular activities. Whilst the requirement of a human workforce will shift consideration of STEM allows for a broadening away from the need to do things to the need The future of D&T is optimistic, as long as we, of design and technology applications and to solve things, through the identification and in the education community, continue to real-world context, the subject has an exploitation of problems and opportunities. understand the evolving needs of industry and opportunity to develop students’ ‘soft’ skills in students, and find ways to meet both within a The practical bit – how? anticipation of a career in industry. strong curriculum and educational approach. The rapid pace of change in industry places
responsibility on the education community (not just schools and colleges) to prepare students for both a successful career and also a
rich and fulfilling life experiences.
Here at TSL, our team appreciation of these situations has evolved. Our focus on D&T supplies has changed from an approach to offer as many options to D&T departments as possible, to one which offers the right options.
40 Since its inception in the early 80’s the HME what is the benefit? I recall Dr Keen who was Finally, the most visual success of Design & brand has been synonymous with progressive the man who built the machine which was Technology is shown by an English designer change and forward thinking in a stable, but used to crack the enigma code, it took Turing who, working for Apple, led the design and key, sector of secondary education that is and Welchman to solve the code breaking, but manufacture of the iPod, iPad, and iPhone. A Design & Technology ‘the making subject’. Dr Keen, a trained engineer, built the clear stamp on the world scene of the D&T machine. importance of the subject. Gas fired forges, furnaces and brazing hearths The Future were designed to be gas safe by introducing Today the HME brand is part of an exciting https://www.youtube.com/watch?v=60slVv double solenoids and pressure switches, future in Dubai where we have assisted in the Xu3oE&feature=youtu.be Martyn R Hale, Managing Partner, HME further, they did not rely on a ‘match to light design and supply of a new state of the art them’ as HME were first to offer auto ignition centre at the American Academy for GEMS as standard. Education, where a robotics and AI [artificial intelligence] Centre has been created. Further It was in the 90’s that HME led the at the GEMS International school an development in the design and manufacture Aeronautical Centre of Excellence has been of negative pressure fume extractors fitted installed. within the body of the heat treatment machines able to extract fumes ‘at source’ These centres of excellence are of course part without being intrusive to the working area of an overall experience in the subject Design [James Dyson would be proud of this & Technology along with Textiles, Graphics achievement]. and Art rooms and the more traditional machines being supplied under the HME At the turn of the century HME furthered in brand. In all cases due regard is given to the introduction of 3 axis machining by Building Bulletin 81 and BS 4168 covering routers despite the continuous development of health & safety. software operating systems. Thus, HME became well known for their range of British It is vital that when parents choose a school built machines under the brand of UNION anywhere on the globe they understand that with finishing machines, manual/cnc millers the widest exposure to subjects is key. and lathes and now CNC routers, laser cutters, However, it is obvious that only one subject low temperature casting machines and ticks the boxes of Science Technology integrated dust collector bandsaw. Engineering Art and Maths, and that is Design & Technology. Further, it must be recognised Although HME still maintain a focus on that all heads of D&T must hold the ‘thinking like an engineer’ as much as robotics knowledge on how to safely operate at least maybe considered the future, we know that 20 different machines, whilst, Importantly, someone somewhere must maintain them preparing the children of the world for work. with wearing parts not to mention the electronics. We strongly believe and support a skills-based economy. Having the knowledge is
accepted, but unless you can make it work
41 CLEAPSS small print
Over the summer we produced a range of guides on managing D&T under the present restrictions of the pandemic. In general, the advice across the D&T guides is the same as that in the equivalent science guides.
• GL344 Guidance on practical work during the COVID-19 pandemic - D&T
• GL360 Advice for schools with small numbers of pupils on site
• GL356 Guidance for spending all day in a practical room
• GL355 Using workshops, food rooms and art studios for alternative activities
• GL347 returning to school after an extended period of closure
• GL348 practical DT activities for pupils at home
• GL354 Managing Practical Work in non-specialist rooms
The guidance is based upon work we have done with the Department for Education, Public Health England and the HSE.
We also produced a new guide on the use of washing machines: GL001 Use of a washing machine in school. CLEAPSS regularly receives Helpline enquiries about using washing machines in school for cleaning textile items. This guide offers schools sensible and workable solutions on how to uses the washing machine effectively, and is not specific for COVID-19. All of these guides can be found on the website, under the ‘whats new’ section of the administration pages: http://dt.cleapss.org.uk/Resources/Whats- New/Administration/
42 HSE The HSE has recently released the data of fatal injuries in the workplace. There is no Education category, as, in terms of fatal injuries in the workplace, education is a very safe environment.
Over three-quarters of fatal injuries in both 2019/20 and the combined five-year period 2015/16-2019/20 were accounted for by just five different accident kinds. The top three main causes of fatal injury are falls from a height, being struck by a moving vehicle and being struck by a moving, including flying or falling, object. Between them, these have accounted for over half of all fatal injuries each year since at least 2001/02.
This data does not contain the data of deaths from occupational diseases, including COVID- 19. Most occupational disease figures are estimates, however asbestos-related cancer can be quantified, there were 2446 asbestos- related deaths in 2018. In each year there are approximately 13,000 deaths from occupational lung disease and cancer. These are estimated to have been caused by past exposure, primarily to chemicals and dust, at work.
Although there are few, if any, fatal accidents in schools, we must be sure to continue to support staff in avoiding working in a dusty or fume-filled environment. It is essential that schools follow the guidance regarding the use of LEV and other ventilation controls, to help to avoid the long-term health effects that dust and fumes can create. https://www.hse.gov.uk/statistics/pdf/fatali njuries-20.pdf
43 Some recent tweets The next edition of
Ofqual confirms changes to GCSEs, AS and A levels Futureminds – Spring 2021 next year As schools are returning, we have lots of guidance https://www.gov.uk/government/news/exams- for D&T, food and Art on the website, go to the The spring 2021 edition of and-assessments-in- whats new section under admin: Futureminds will feature some 2021?fbclid=IwAR3X0GmzNLEgEMcwVwHLOuk6y http://dt.cleapss.org.uk/Resources/Whats- follow-up articles from this New/Administration/ edition.
We will also have information on My tattoo was designed by my GCSE graphics group, I got it done in time for their the latest guidance for the COVID exam a few years ago, nobody complained. situation. In the D&T world, we also
like twix and kitkat (all sizes of both). The nibbling If you wish to be a contributor to of both ends of the bar can the next edition, please let us take a bit of practice... Also, tea When purchasing gloves for use in D&T, know, either through the is by far the preference. food and art, take a look at the latest Helpline, or via email or twitter: guide:http://dt.cleapss.org.uk/Resource- [email protected] File/GL341-Gloves-as-PPE-in-D-T-Food- @CLEAPSS_DT and-Art.pdf
CLEAPSS Podcasts are now available in the Apple Podcast App/store. Just search for Does this work for the social distancing rules? Could CLEAPSS and you will find us. work in large classrooms, but not sure about the corridors!
If you are considering using a New guide on the liquid resin printer in school or use of washing college, you should take a look machines in school: Excellent food science at our latest guidance: information, in a well organised http://dt.cleapss.org.uk/Resour http://dt.cleapss.org. website: foodcrumbles.com all ce-File/GL011-Using-a-Resin- uk/Resource- articles include time required Printer-in-Schools-and- File/GL001-Use-of-a- for reading. Colleges.pdf washing-machine-in- school.pdf 44