DesTech_BL3.qxd:Layout 1 13/3/08 20:00 Page 1 issue one summer 2008 Making every child matter Welcome to the first issue of Primary Subjects: Design and technology, on the theme of Making every child matter. Here we show how D&T matters to all children; overleaf ‘Everyone plays’ describes an inclusive design project that embeds the outcomes of Every Child Matters. We hope there’s something here that you as subject leader can use and share with your colleagues, especially those who may be new to D&T. Introduction Understanding design and technology Design and technology is more than just a craft activity. The national curriculum emphasises its importance in enabling children to ‘intervene to improve the quality of life’ by designing for a user or a particular context. It is demanding for children: they must draw upon under - standing from maths, science and other areas and apply it in a practical way to generate solutions. D&T allows children to identify and solve their own local problems and to powerfully make a difference in people’s lives. Design and make assignments (DMAs) offer children opportunities to demonstrate their knowledge, understanding and skills. You can support them by teaching focused practical tasks (FPTs), demonstrating and practising You should be careful of planning a project where: new skills and techniques, and also investigative and evaluative tasks (IDEAs) to understand similar products and • children focus on the aesthetics, without being asked how things work. A unit of work should be made up of to think about the functional characteristics. (For these three different activities (DMAs, FPTs, IDEAs). example, using appliqué or tie-dye to decorate a piece of fabric, where the fabric is not subsequently used in a functional product) What sort of assignments should a • children do not have a user or purpose in mind for teacher plan? the product they are designing. (For example, designing and making a moving vehicle without In the DCSF/QCA Scheme of Work and D&T Association identifying who or what their vehicle is going to website you will find several good examples. carry) Characteristically, they: • children are only making, with no designing. (For • emphasise the functional characteristics as well as example, making a fruit salad to a recipe set by the the aesthetic qualities of the product children are teacher with no opportunity for designing; or making designing and making; a model of a home from a box by copying an • encourage children to consider the needs of the user illustration in a textbook.) and the purpose of the product; Whilst these activities give children a chance to practise • involve children in designing as well as making their skills, what they lack is the vital opportunity to products. apply them in a real design and make assignment. DesTech_BL3.qxd:Layout 1 13/3/08 20:00 Page 2 Everyone plays Are you sure that the ECM outcomes are embedded in your planning? Here’s an example of a planned project that does just that – and we’ve followed it with a checklist for you to share with colleagues when you’re next thinking of future work. ‘Everyone plays’ is an inclusive designing project which embeds ‘making a positive contribution’. Amy, a young girl with spina bifida who uses a walking frame, ‘Is the play equipment good? … for everyone?’ wants to play with her friends at the local playground. She ‘Do we need special equipment to play with?’ needs to gain access, reach and operate the playground ‘How can we include all users of the playground?’ equipment. If she cannot then she is ‘designed out’. ‘What do they need and want?’ Show the children photos of equipment that have been Design everyone in designed for a wide range of users and those that are less Poorly designed equipment, buildings and transport services well designed. Look at the differences. prevent disabled people from fully participating in society. This is a problem for everyone, not just disabled people. It is 3. Focused practical tasks vital that tomorrow’s engineers, designers, architects and Show the children some basic modelling techniques, and talk planners have a full understanding of the need for an about how designers use modelling to develop their ideas. inclusive environment. Let’s help children to ‘design everyone in’ as a matter of course, rather than think later about Show the children how to construct a square or rectangular adaptations to existing designs. frame using construction kit framework components, and how they could make the frames more stable and able to withstand greater loads, e.g. by adding further kit parts or materials such as string or card, or by adding supports. 4. Design and make assignment To address the design brief, the children now bring together what they have learned. For this stage, you become a facilitator, and the children take ownership of the project. Explain to the children that they are going to design and make models of equipment for a playground. The equipment must be designed to include as many users as possible. Discuss the intended users, e.g. children with disabilities or special needs, and the type of equipment that the user would like, e.g. the playground could be either traditional or based on a particular theme. Give the children an opportunity to discuss their ideas and use pictures and words to explain what they would like to The theme of this project is playgrounds. It focuses on good make. design that helps everyone play. With older children, your ‘Who is the equipment for?’ theme could be fairgrounds. ‘What could you do?’ ‘Does it meet their needs?’ Planning a playgrounds project ‘What do you need to know? Who could you ask?’ In this unit children explore playground equipment in their At key points gather the children together to talk about their locality and then design and make a model. They investigate work. materials used, what the different parts of the equipment are, ‘How will you make it stable?’ and how they have been assembled. They think about a wide ‘How could you make it stronger?’ range of playground users – children who may be blind or ‘Have you thought about the user?’ partially sighted, deaf or hearing impaired or wheelchair users – and equipment that can be designed for their needs. Encourage the children to evaluate their own work and that of others in a positive manner. 1. Investigating what exists already and how it ‘Is the equipment suitable? Is it fun to use?’ has been made Take the children on a local playground tour. ‘Why do we have playgrounds? Is the play equipment good? Need some help? • You can get further information about the playgrounds Why?’ project from the DCSF/QCA unit of work Use photographs of different types of playground equipment (http://www.standards.dfes.gov.uk/ for children to name and label the parts and the materials schemes2/designtech/det1b/?view =get). used. ‘Why have these materials been chosen? Is the equipment • Free to download PowerPoints and worksheets on easy and safe to use?’ Designing Everyone In – Everyone Plays, plus an Inclusive Designer certificate, are available from the D&T 2. Understanding the user Association/ DPTAC, e-mail [email protected] or Show the children pictures of different playground users – http://www.data.org.uk/index.php?option=com_content& ages, sizes, and disabilities. task=view&id=247&ltemid=320. DesTech_BL3.qxd:Layout 1 13/3/08 20:00 Page 3 This is how design and technology contributes to the Every Child Matters outcomes. Stay safe • Use tools and equipment safely • Care for others • Use products safely and ‘design safety in’ • Prepare food safely Be healthy • Design and make recipes for a healthy diet • Design and make products to help people lead healthier lives • Understand how poorly designed products may affect health (ergonomics) Enjoy and achieve • Develop products to meet their own and other people’s needs • Develop creativity, risk taking and innovation • Enjoy seeing their ideas made into reality • Understand the made world in and beyond school • Create practical solutions to problems relevant to their own lives Achieve economic well-being • Discover what we design and manufacture locally and in the UK Make a positive contribution • Find out who works in designing • Design products that make a and manufacturing – product difference designers, chefs, engineers, architects … • Think about inclusive design and sustainability • Understand the difference between shop bought and • Design and make for others in homemade their community • Learn enterprise skills (making • Challenge existing designs products that can be sold) • Design collaboratively to • Make recipes to a budget develop better ideas DesTech_BL3.qxd:Layout 1 13/3/08 20:00 Page 4 What do we do? The Design and Technology Association inspires, develops and supports excellence in design and technology education for all. We: • promote, represent and support design and technology professionals; • influence the development of a high quality curriculum; • enhance the quality of teaching and learning in design and technology, and • develop positive links with other curriculum areas, and with industry and commerce. What do you get? If your school takes up primary membership, you and Look out for … your colleagues will receive: Active Kids Get Cooking • a dedicated primary poster publication, D&T Primary, every term with free supporting downloads Challenge 2008 (worksheets, activities and presentations) – that’s 12 This year’s challenge celebrates the diversity units of work a year! – and other resources from the of foods from around the UK. Create a two- D&T Association website course meal (main dish and dessert) that can be shared with your friends and that Designing magazine, every term including two • uses your local/regional ingredients.