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CLEAPSS Design and Technology Uture Mindstomorrow’S World 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 include: accommodation 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.
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