The Framework - Training Module 1

Design and technology: Framework and training materials
Training module 1
The Framework the vision

Presenters notes
0971-2004 G
82 Design and technology: Framework and training materials

Key Stage 3 National Strategy | Module 1: The Framework the vision | Presenters notes
Crown copyright 2004

DfES 0971-2004 G
Contents
Overview of the module
83
Objectives
83
Session outline
83
Resources
83
Pre-course task
84
Session notes
85
1.1
Introduction
85
1.2
Sharing the vision where are we trying to get to?
95
1.3
Sharing the vision activity
91
1.4
Creating this vision translating the vision into strands
93
1.5
Creating this vision refining the strands into objectives
94
1.6
Creating this vision aligning the strands to the programme of study
96
1.7
Creating this vision building blocks
97
1.8
Putting the Framework into practice an overview
100
1.9
Focus of the scheme for design and technology
103
1.10
Links
105
Handouts
107
OHTs
115


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DfES 0971-2004 G
Overview of the module

Objectives
To understand the background to the Framework
To take a first look at the Framework
To understand the reasons for focusing on team planning for progression and
developing pupils designing skills, autonomy, creativity, team-working and
reflective skills
Session outline
Timing
1.1 Introduction
5 minutes
1.2 Sharing the vision where are we trying to get to?
15 minutes
1.3 Sharing the vision activity
20 minutes
1.4 Creating this vision translating the vision into strands
5 minutes
1.5 Creating this vision refining the strands into objectives
5 minutes
1.6 Creating this vision aligning the strands to the

programme of study
2 minutes
1.7 Creating this vision building blocks
10 minutes
1.8 Putting the Framework into practice an overview
15 minutes
1.9 Focus of the scheme for design and technology
10 minutes
1.10 Links
3 minutes
Resources
Pre-course task
Handouts 1.1 to 1.4
OHTs 1.1 to 1.15
Whiteboard or flipchart and pens
Sticky notes


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Pre-course task
Participants should bring with them to the session a list of aims for their Key
Stage 3 course or their overall design and technology course. They will usually have these
in their departmental handbook. If they do not have a list of aims, ask them to bring a
short statement about what they feel pupils gain from learning design and technology that
no other subject provides.
They should also bring a list of issues that their department currently faces with regard to
their Key Stage 3 courses.


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Session notes
1.1 Introduction
5 minutes
Welcome participants to the training and explain any domestic issues. Show
OHT 1.1 and run through the objectives of this training session with participants.
OHT 1.1
OHT 1.1
Objectives
To understand the background to the Framework.
To take a first look at the Framework.
To understand the reasons for focusing on team
planning for progression and developing pupils
designing skills, autonomy, creativity, team-working
and reflective skills.
Key points
This session provides an overview of the focus of the Strategy. It does not go into
the detail of the precise Framework objectives.
The aim of the session is to share a vision of what skills and attributes design and
technology, and, in particular, design and technology at Key Stage 3, is trying to
develop in pupils. As it is a technological subject, the nature of what is taught
changes with new developments and as new resources become available. In
keeping the subject up to date, teachers have to review the focus of their teaching
and the activities which they are asking pupils to undertake.
With key developments and changes at Key Stage 4, and the knock-on effect that
these have for Key Stage 3, this is an ideal opportunity to reflect upon and review
the purposes of design and technology and the scheme of work provided to meet
those purposes.
1.2 Sharing the vision where are we

trying to get to?
15 minutes
Show OHT 1.2, which shows the National Curriculum statement, The importance of
design and technology. Many participants will recognise this.
OHT 1.2
OHT 1.2
Sharing a vision
Design and technology prepares pupils to participate in
tomorrows rapidly changing technologies. They learn to
think and intervene creatively to improve the quality of
life. The subject calls for pupils to become autonomous
and creative problem-solvers, as individuals and as
members of a team. They must look for needs, wants
and opportunities and respond to them by developing a
range of ideas and making products and systems. They
combine practical skills with an understanding of
aesthetics, social and environmental issues, function and
industrial practices. As they do so, they reflect on and
evaluate present and past design and technology, its
uses and effects. Through design and technology, all
pupils can become discriminating and informed users of
products, and become innovators.
The importance of design and technology
(Design and technology the National Curriculum for
England; DfEE, QCA, 1999, page 15)


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Explain that the statement:

comes from the National Curriculum document and highlights what is unique
about design and technology;
captures in a short summary what it is that pupils learn from design and
technology;
describes the position for which we aim, across all the key stages.
Show OHT 1.3.
OHT 1.3
OHT 1.3
Sharing a vision
tomorrows rapidly-changing technologies. They
learn to think and intervene creatively to improve the
quality of life. The subject calls for pupils to become
autonomous and creative problem-solvers, as
individuals and as members of a team. They must
look for needs, wants and opportunities and
respond to them by developing a range of ideas
and making products and systems. They combine
practical skills with an understanding of aesthetics,
social and environmental issues, function and
industrial practices. As they do so, they reflect on
and evaluate present and past design and
technology, its uses and effects. Through design and
technology, all pupils can become discriminating and
informed users of products, and become innovators.
Point out the key words in the statement. Model a teaching strategy by using a
highlighter pen to reinforce them.
Explain that this statement is like a design brief set by a client. Teachers are being asked
to design a curriculum that delivers these key criteria. When interpreting the clients brief,
the designer might highlight or underline the key words. In the same way, teachers might
ask pupils to highlight key words in a brief.
Additional note
Alternatively, if there is time, ask participants to highlight the key words and phrases
themselves.
The key words in the statement are:
tomorrows rapidly changing technologies;
learn to think and intervene creatively;
autonomous and creative problem-solvers;
as individuals and as members of a team;
look for needs, wants and opportunities and respond to them;
developing a range of ideas;
making products and systems;
combine practical skills;
understanding of aesthetics, social and environmental issues, function and
industrial practices;
reflect on and evaluate present and past design and technology;
discriminating and informed users;
become innovators.


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It may be helpful to pause at this point and ask participants to reflect on their own
curriculum for Key Stage 3, and to identify how it delivers each of the key phrases that
have been identified.
Show OHTs 1.4a to 1.4g in sequence.
OHT 1.4a
OHT 1.4a
... tomorrows rapidly changing technologies
OHT 1.4b
OHT 1.4b
... think and intervene creatively to improve

the quality of life


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OHT 1.4c
OHT 1.4c
... autonomous and creative

problem-solvers, as individuals and as
members of a team
OHT 1.4d
OHT 1.4d
... look for needs, wants and opportunities

and respond to them by developing a range
of ideas and making products and systems


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OHT 1.4e
OHT 1.4e
... combine practical skills with ...

understanding of aesthetics, social and
environmental issues, function and
industrial practices
OHT 1.4f
OHT 1.4f
... reflect on and evaluate present and past

design and technology, its uses and effects


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OHT 1.4g
OHT 1.4g
... become discriminating and informed

users of products, and become innovators
For each OHT in the sequence, ask:

What does this statement mean in practice?
Explain that:
as they look at the images, participants should consider how far their own
schemes of work and projects help pupils to develop these skills;
the Framework is based on the National Curriculum statement for design and
technology and sets out how this can be achieved in practice;
its purpose is to provide a structured and progressive set of teaching objectives
for teachers and pupils learning design and technology in Key Stage 3;
the Framework applies to all focus areas and materials taught at Key Stage 3
(food technology, product design, and systems and control);
the Framework teaching objectives are intended to be achieved by the great
majority of pupils as they move through Key Stage 3;
the Framework teaching objectives define those points of learning most likely to
help pupils extend their capability in design and technology and to make
appropriate progress over time.
Remind participants about the lists they were asked to bring from their department
handbook as a pre-course task. Ask:
Are there any additional points for design and technology that you have identified
in your own list of aims?


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1.3 Sharing the vision activity
20 minutes
Show OHT 1.5 and refer participants to handout 1.1.
OHT 1.5
OHT 1.5
Handout 1.1
Sharing a vision
Design and technology prepares pupils to participate in tomorrows rapidly changing technologies. They
learn to think and intervene creatively to improve the quality of life. The subject calls for pupils to become
autonomous and creative problem-solvers, as individuals and as members of a team. They must look for
needs, wants and opportunities and respond to them by developing a range of ideas and making
products and systems. They combine practical skills with an understanding of aesthetics, social and
environmental issues, function and industrial practices. As they do so, they reflect on and evaluate
present and past design and technology, its uses and effects. Through design and technology, all pupils
can become discriminating and informed users of products, and become innovators.
The importance of design and technology (Design and technology
the National Curriculum for England; DfEE, QCA, 1999, page 15)
Key subskills
Key words or phrases that come to mind
Exploring ideas
and the task
Generating ideas
Developing and
modelling ideas
Planning
Evaluating
Additional note
The National Curriculum statement is included at the top of the page to keep it central in
participants minds.
Activity
Point out the National Curriculum statement at the top of both the OHT and the handout
and ask these questions.
If this is what we are aiming for, what skills, attitudes and behaviour are we trying
to develop in our pupils?
What are the key words or phrases that come to mind when you think about ways
to develop pupils skills in exploring ideas?
What do you mean by these words or phrases?
What other words or phrases would you use to describe teaching pupils the
different key aspects?
Model some examples.
When teaching pupils to explore ideas I might use the word imagination.
When teaching pupils to plan I might use the word freedom.
Ask participants, in groups of four, to think of words or phrases that capture and
explain elements of the National Curriculum statement for them, and to record them on
handout 1.1.


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Additional note
Take this opportunity to model a teaching strategy. Designers often look at the words in a
design brief and rephrase them or look for new words to describe objects or processes.
This is a way of stimulating fresh ideas, unexpected interpretations and free thinking. For
example, asked to design a bicycle, they would come up with as many different words or
phrases as they could think of to describe bicycles, such as human-powered vehicle,
balancing, pedals.
After about 10 minutes take brief feedback. Use OHT 1.5 to record the key words or
phrases that participants suggest. Then describe and explain the teaching strategy that
you have just used to make its operation explicit to them.
Use OHT 1.6 to review some additional examples, if required.
OHT 1.6
OHT 1.6
Sharing a vision
Key subskills Key words or phrases
Exploring
ideas and
the task
thinking skills, intervening to improve the quality of life, identifying needs,

wants and opportunities, innovation, imagination, futures, inspiration
from other times and cultures
Generating
ideas
responding to needs, wants and opportunities, generating solutions,

developing a range of ideas for making products and systems, discover,
explore, resolve, prioritise, problem-solving, wisdom and enterprise,
change and choice making, communicating ideas and information,
flexibility
Developing
and
modelling
ideas
combine practical skills and understanding of aesthetics, social,

environmental issues, function and industrial practices to design and make
products, properties and characteristics of materials, techniques and tools
for processing materials, reconciling conflicting issues, sustainability,
appropriateness, elegance, simplicity
Planning
independent and team working, ownership of the task, freedom to

address areas of own interest, self-direction, self-management, small and
large group work, team roles, leadership, virtual teams, collegiate, sense
of identity, interdependence, negotiating
Evaluating
reflection, product analysis, impact of products, designing and making,

discriminating and informed users of products, evaluation of process,
product and learning, making judgements
Summary
Explain that one aim of the National Strategy at Key Stage 3 is to clarify what teachers are
trying to achieve in design and technology and to refocus attention on the important
aspects.


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1.4 Creating this vision translating

the vision into strands
5 minutes
Show OHTs 1.7a to 1.7c, which show how the strands of the yearly objectives are drawn
from the key aspects in the National Curriculum The importance of design and technology
statement.
OHT 1.7a
OHT1.7a
Creating this vision

Interpreting the Framework
The key subskills and objectives are drawn from this statement.
Design and technology prepares pupils to participate in tomorrows rapidly changing technologies. They learn to
think and intervene creatively to improve the quality of life. The subject calls for pupils to become autonomous
and creative problem-solvers, as individuals and as members of a team. They must look for needs, wants and
opportunities and respond to them by developing a range of ideas and making products and systems. They
combine practical skills with an understanding of aesthetics, social and environmental issues, function and
industrial practices. As they do so, they reflect on and evaluate present and past design and technology, its uses
and effects. Through design and technology, all pupils can become discriminating and informed users of
Exploring
ideas and
the task
Generating
ideas
Developing
and
modelling
ideas
Planning
Evaluating
Making
high-quality
products
If there is time, this could be presented as an activity. Ask participants to try putting in the
arrows for themselves, to develop their understanding further.
OHT 1.7b
OHT1.7b
Structure of the materials: 1
The importance of D&T statement
Designing
Making
OHT 1.7c
OHT1.7c
Evaluating
MAKING
Planning
Developing ideas
Generating ideas
Exploring ideas
YEAR OBJECTIVES
DESIGNING


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Participants should see that the Framework teaching objectives are set out as a sequence
of tables, showing key objectives to be addressed in each year group of Key Stage 3.
These objectives fall under the six headings:
exploring ideas and the task;
generating ideas;
developing and modelling ideas;
planning;
evaluating;
making high-quality products.
1.5 Creating this vision refining the

strands into objectives
5 minutes
Explain that the objectives are based on achieving the aims set out in the National
Curriculum statement. Refer participants to handout 1.2.
Handout 1.2
Handout 1.2
How the six subskills link to the National Curriculum Key Stage 3 programme of study in design and technology
Exploring ideas and the
task
Generating ideas
Developing and modelling

ideas
Planning
Evaluating
Making high-quality
products
Pupils explore how they can

intervene creatively to
improve the quality of life.
Pupils develop creativity,

enterprise, wisdom and the
capability to evaluate and
generate ideas and solutions.
Pupils become creative

problem-solvers. They
respond to needs, wants and
opportunities.
Pupils develop autonomy.
Pupils reflect on and evaluate

present and past technology,
its uses and effects.
They use a range of thinking

modes and styles:
Pupils understand and value

the combining of different
design skills in order to
create personal strategies to
become better designers of
culturally, environmentally
and socially defensible
products, processes and
systems.
Pupils combine practical

skills with an understanding
of aesthetics, social and
environmental issues,
function and industrial
practices.
They develop skills in

clarifying the task.
Pupils look for needs, wants
and opportunities. They
develop a sense of
relationship or
connectedness with other
people, reflecting on and
taking action to shape
communities.
Pupils prepare to participate
in tomorrows rapidly
changing technologies.
Pupils understand how to
create personal relevance
through reflection.
questioning and
challenging
making connections and
identifying relationships
envisaging what might be
and what could be
playing with ideas, keeping
options open
representing ideas in
different ways
evaluating effects of ideas
and actions.
Pupils respond by
developing a range of ideas
and making products and
systems.
Pupils choose how to tackle

their work, the methods or
resources they need, make
decisions and seek to
identify projects which
motivate them and benefit
others.
Pupils describe,
communicate and practise
principles of effective
planning and resource
management.
Pupils develop personal skills
and abilities to create
effective relationships with
individuals and groups.
Pupils use a full range of

communication skills and
techniques, including ICT, to
document and communicate
effectively their design
thinking, ideas and
proposals.
Pupils analyse and explain

the design decisions and
thinking implicit in products,
processes and systems
made by themselves and
others.
Pupils develop an initial
understanding of the
competitive nature of the
world of designing and
making.
Pupils become discriminating
and informed users of
products.
Pupils develop the capacity to
identify and criticise objectively
and assess the values
underlying the intentions,
design, manufacture and
consequences of any
technology on themselves
and others.
Pupils demonstrate skills in

creating products, processes
and systems that achieve
consistent production
outcomes. They apply these
skills in enterprising and
empowering ways to
personal and group
situations.
Pupils apply their knowledge
of the characteristics of
materials and equipment
when creating solutions and
designing to meet criteria
related to function,
aesthetics, sustainability and
manufacture.
Key Stage 3 programme of study

Developing, planning and communicating ideas
Evaluating processes and

products
Working with tools,

equipment, materials and
components to produce
high-quality products
(drawing on: knowledge
and understanding of
materials, components,
systems and control, and
structures)
Give participants an overview of the overall subskills, running through what the Strategy
means by these headings and what pupils will do in each of them.
Alternatively, if there is time, this could be presented as a card-matching activity.
Exploring ideas and the task

Explore how they can intervene creatively to improve the quality of life.
Develop skills in clarifying the task.
Look for needs, wants and opportunities.
Develop a sense of relationship or connectedness with other people, reflecting on
and taking action to shape communities.
Prepare to participate in tomorrows rapidly changing technologies.
Understand how to create personal relevance through reflection.
Generating ideas
Develop creativity, enterprise, wisdom and the capability to evaluate and generate
ideas and solutions.


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Use a range of thinking modes and styles:

questioning and challenging;
making connections and identifying relationships;
envisaging what might and what could be;
playing with ideas, keeping options open;
representing ideas in different ways;
evaluating effects of ideas and actions.
Developing and modelling ideas

Become creative problem-solvers.
Respond to needs, wants and opportunities.
Understand and value the combining of different design skills in order to create
personal strategies to become better designers of culturally, environmentally and
socially defensible products, processes and systems.
Respond by developing a range of ideas and making products and systems.
Use a full range of communication skills and techniques, including ICT, to
document and communicate effectively their design thinking, ideas and proposals.
Planning
Develop autonomy.
Choose how to tackle their work, the methods or resources they need, make
decisions and seek to identify projects which motivate them and benefit others.
Describe, communicate and practise principles of effective planning and resource
management.
Develop personal skills and abilities to create effective relationships with individuals
and groups.
Evaluating
Reflect on and evaluate present and past technology, its uses and effects.
Analyse and explain the design decisions and thinking implicit in products,
processes and systems made by themselves and others.
Develop an initial understanding of the competitive nature of the world of
designing and making.
Become discriminating and informed users of products.
Develop the capacity to identify and criticise objectively, and assess the values
underlying the intentions, design, manufacture and consequences of any
technology on themselves and others.
Making high-quality products

Combine practical skills with an understanding of aesthetics, social and
environmental issues, function and industrial practices.
Demonstrate skills in creating products, processes and systems that achieve
consistent production outcomes. Apply these skills in enterprising and
empowering ways to personal and group situations.
Apply their knowledge of the characteristics of materials and equipment in creating
solutions and designing to meet criteria related to function, aesthetics,
sustainability and manufacture.


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1.6 Creating this vision aligning the

Subskills to the programme of study
2 minutes
Refer participants back to handout 1.2, which shows how the subskills are mapped onto
the programme of study.
Handout 1.2
Handout 1.2
task
Generating ideas

ideas
Planning
Evaluating
Making high-quality
products



opportunities.


modes and styles:

systems.

practices.

develop a sense of
relationship or
communities.
through reflection.
questioning and
challenging
and what could be
options open
different ways
and actions.
Pupils respond by
systems.
thinking, ideas and
proposals.

others.
Pupils describe,
management.

others.
making.
products.
consequences of any
and others.

empowering ways to
personal and group
situations.
manufacture.


products
Working with tools,

structures)
Draw attention to the focus on designing. Explain that this is not a new programme of
study, but a change in emphasis in response to the acknowledged need for extra support
in the teaching of designing.
Key points
Participants will recognise these headings from the National Curriculum
programme of study, but significant attention should be paid to the key teaching
objectives in the first five headings to improve the teaching of designing.
Whilst making is included in this overview, year-by-year objectives for making
have not been included. The Strategy recognises that in the majority of schools
the teaching of making is currently better than the teaching of designing and,
therefore, focuses attention on the subskills of designing. For example, most
schools plan a significant number of focused practical tasks to develop making
skills, but plan few focused practical tasks specifically to develop designing skills.
The Strategy attempts to achieve a better balance.
It is not intended that making should be removed or ignored, but making
objectives will not require the same level of review and planning as the other
objectives. If a school requires support in reviewing pupils progression in making
and in planning these objectives, they may wish to refer to the teachers guide to
the DfES/QCA Key Stage 3 scheme of work and the specific units that focus on
making:
Unit 7B, Designing and making for yourself;
Unit 8C, Using ICT to support making;
Unit 8E, Producing batches;
Unit 9E, Ensuring quality production.


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1.7 Creating this vision building blocks
10 minutes
Refer participants to handouts 1.3a to 1.3c, which are charts for Years 7, 8 and 9.
Handout 1.3a
Handout 1.3a

The objectives are set out year by year and are structured so that each year of the key stage has its own character.
Characteristics of Year 7
task
Generating ideas

ideas
Planning
Evaluating
Making high-quality
products
Looking for needs, wants

and opportunities
Learning to think and

intervene creatively
Learning when working with

others
Responding to needs, wants

and opportunities
Developing planning skills
Evaluating strengths and

weaknesses How well does
it work?
Making for yourself (SoW)
Designing for yourself (SoW)
Exploring a range of
strategies to develop thinking
and the capacity to effect
change
Working independently on
well-defined tasks
Evaluating products in
relationship to users
Developing a range of design

skills and using them to
effect change
Making connections and
seeing relationships
Playing with ideas, keeping

options open
Using a range of
communication techniques
as a means of self-reflection
and to describe their design
ideas, thinking and planning
Understanding materials
(SoW)
Sharing decisions with the

teacher and others
Handout 1.3b
Handout 1.3b

task
Generating ideas

ideas
Planning
Evaluating
Making high-quality
products
Designing for clients (SoW)
Developing flexible and

independent thinking
Understanding and using the

relationship between different
design skills to become
better designers
Negotiating tasks with the

teacher and others
Evaluating and modifying
Producing batches (SoW)
Managing time within a

lesson
Creating, recreating,
interpreting and
communicating ideas
effectively in unexpected
ways
Bringing resources together

at the right time
Explaining the choices and

decisions made in designed
and manufactured products,
processes and systems and
identifying alternative
possibilities
Exploring materials (SoW)
Representing ideas in
different ways
Questioning and challenging

Asking unusual questions,
responding to ideas, tasks
or problems in an unusual
way, challenging
conventional responses,
Encouraging questioning,
openness to ideas and
different ways of doing things
Adopting different roles

within a group
Working independently on a
task determined by the
teacher
Selecting appropriate
to document and convey
clearly design ideas, thinking
and organisation
Handout 1.3c
Handout 1.3c

task
Generating ideas

ideas
Planning
Evaluating
Making high-quality
products
Designing for markets (SoW)
Stimulating the imagination
Envisaging what could and

might be
Sharing work with others,

gathering constructive
feedback
Integrating design skills to

create personal strategies for
designing culturally,
environmentally and socially
defensible products,
Working on tasks facilitated

by the teacher or others
Evaluating the wider impact

of products
Ensuring quality production

(SoW)
chosen task
Identifying and using criteria

to judge the quality of
products
Evaluating effects of ideas

and actions
Demonstrating skills in using
a broad range of recognised
to convey design thinking
Choosing to adopt an
appropriate role within a
group, such as negotiator,
leader
Managing own time across a
number of lessons
Prioritising and reconciling
decisions on materials, time
and production
Explain that these tables list the key features that need to be taught year by year,
presenting them as broad statements. The charts are intended to demonstrate what the
distinctive nature of each year should be.


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Explain that, from this basis, the actual teaching objectives are set out year by year and
are structured so that each year of the key stage has its own character. For example:
Year 7 focuses on designing for yourself;
Year 8 focuses on designing for clients;
Year 9 focuses on designing for markets;
or:
Year 7 focuses on sharing decisions with the teacher and others;
Year 8 focuses on negotiating tasks with the teacher and others;
Year 9 focuses on working facilitated by the teacher and others.
The structure of the teaching objectives means that pupils will progressively:
increase their knowledge, skills and understanding relative to the start of Key
Stage 3;
move from familiar to unfamiliar contexts;
meet needs which demand more complex or difficult solutions;
learn to identify new goals, recognising when they can intervene and what they
can do;
develop personal autonomy, self-direction, the ability to manage themselves and
their personal resources;
increase understanding of their own learning and how they can progress.
Explain that the headings were chosen to draw attention to the interrelationship between
designing and making and the different aspects of designing.
Show OHT 1.8, which provides a visual representation of the iterative design process
rather than a linear one. It is a clear process of to-ing and fro-ing, imaging and modelling
inside the head (designing) and confronting reality outside the head (making).
OHT 1.8
OHT 1.8
Nature of designing and making
Kimbell R., Stables K., Wheeler T., Wozniak A., and Kelly V., 1991
The Assessment of Performance in Design & Technology: The final report of the
APU design & technology project (1985-91), School Examinations and Assessment
Council (D/010/B/91) and the Central Office of Information, for HMSO
Key points
It is not intended that teachers start with exploring ideas, progressing to
generating ideas and so on in a linear teaching sequence. Some activities will
begin with evaluating or planning. Neither is it intended that teachers should work
their way through all of the objectives for generating ideas in sequence.


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In practice, teachers will find that a typical teaching unit will include work on a
selected bundle of objectives, the emphasis depending on the context and the
stage of learning.
The expectation is that knowledge, skills and understanding will be taught through
product analysis, focused practical tasks that develop a range of techniques, skills
and processes, and design-and-make assignments set in different contexts. The
assignments should include control systems and work that uses a range of
contrasting materials, including resistant materials and/or food.
In defining yearly objectives, the Framework implies a set of expectations. It is
hoped and expected that many schools will move beyond it. There will also be
schools for which the teaching objectives pose a steep challenge. For these
schools, the Framework offers well-defined priorities and a focus for teaching and
learning. At every stage, and for all pupils, it is the professional judgement of the
teacher that will determine the pace of acquisition. Set against a challenging pace
is the discretion to consolidate and return to skills that have previously been
taught. The aim is not coverage but achievement.
Additional note
Progression in capability in design and technology
Design and technology is not simply about pupils learning a particular skill or a piece of
knowledge, with the concepts they learn just becoming more difficult year by year. The
processes of design and technology require pupils to integrate knowledge, skills and
understanding to produce solutions. Pupils develop their ability to synthesise their
knowledge, skills and understanding and use them coherently to make design solutions.
Thus, pupils draw on their knowledge, skills and understanding in order to design and
make products.
It is important to structure what pupils learn as knowledge (the what) and skills (the
how to), but it is even more important to teach them how to draw on this knowledge and
these skills when designing and making (the process). This is why the Framework pays
particular attention to the process of designing. The concept of progression in capability in
design and technology is characterised by the simultaneous development in pupils of:
propositional knowledge (knowing that );
tacit knowledge (knowing how to );
process skills.
The aim is that pupils will combine their increasing abilities in knowing that and
knowing how to , with their enhanced process skills, bringing all this knowledge
to bear in a purposeful and constructive manner. Progression consists of pupils ability to
apply this knowledge and these skills to their designing and making and continuously to
improve their quality of understanding of the purposes and the outcome.
Progression in design and technology encompasses the development of pupils ability to
handle:
individual concepts of increasing breadth and depth;
a large number of increasingly complex concepts simultaneously.
These concepts include:
knowledge of products, health and safety, materials, aesthetics, human needs,
technological systems, resources, equipment and processes;


DfES 0971-2004 G
values and attitudes, such as creativity, ingenuity, care, confidence,

resourcefulness, flexibility, sensitivity, decisiveness, cooperation, independence,
social responsibility;
skills, such as investigating, analysing, identifying needs, offering and
communicating ideas, exploring and appraising ideas, developing and recording
ideas, working with materials and equipment, practical skills, managing resources,
planning, making, evaluating.
Thus pupils develop their ability to handle individual concepts, such as evaluating
existing products, by looking at:
more sophisticated techniques for evaluating;
a wider range of products;
more complex issues that require careful investigation and gathering of information
to reach a judgement.
In addition, pupils will progress in their ability to handle a number of concepts
simultaneously, for example, designing and making a product that requires them to
consider a number of factors, such as health and safety, materials science, resource
management and social responsibility.
Use the next five OHTs to help participants quickly to develop an overview of the
Framework and training materials. These slides:
summarise the overall structure of the Framework objectives;
provide an overview of how the objectives can be incorporated into a scheme of
work;
illustrate the additional support materials that have been included in the training
materials to help teach the objectives.
1.8 Putting the Framework into practice

an overview
15 minutes
To help participants develop an overview of the Framework and training materials the
following sequence of 5 slides allows the presenter to quickly:
summarise the overall structure of the Framework objectives;
provide an overview of how the objectives can be incorporated into a scheme of
work;
illustrate the additional support materials which have been included in the training
materials to help teach the objectives.
Show OHT 1.9 which shows the format of the yearly objectives in the Framework.


DfES 0971-2004 G
OHT 1.9
Format of the yearly objectives
OHT 1.9
Key points
The descriptive statement embodies the key features of the subskill for Key
Stage 3 and provides a flavour of the type of work in which pupils will be involved
when working with this subskill.
The objectives for each year should be taught so that pupils develop
competence and confidence in the subskill being addressed.
Progression across the years reading the objectives horizontally across the
page, participants can see how the demand increases from Year 7 to Year 9.
Remind participants that, as explained earlier in the module, the objectives contained
within the five subskills have been developed to cover and match the requirements of the
programme of study for Key Stage 3.
Show OHT 1.10.
OHT 1.10
Long-term planning
OHT 1.10
Briefly describe this one example of a Key Stage 3 scheme of work with two or three
subskills allocated to each unit. Remind participants that making skills and knowledge and
understanding will also be taught in each of the units although they are not shown here.
Point out that the allocation of the subskills in this way allows for a more effective use of
time: even if pupils are working through a full design-and-make activity in each unit, the
particular teaching focus is on the nominated subskills. The next OHT shows how the
precise objectives for the three subskills indicated on the highlighted unit will be selected.


DfES 0971-2004 G
Show OHT 1.11.
OHT 1.11
OHT 1.11
Medium-term planning
This shows all the Year 9 objectives for each of the three subskills identified. In this
example, the teacher selects one objective from each subskill to be launched during the
teaching of this unit (highlighted in red on the OHT). Stress that it is important not to try to
teach too many objectives in any one unit. Pupils may have experienced other objectives
from these subskills in previous units, in which case there will be an opportunity to
reinforce them while this unit is being taught (highlighted in blue on the OHT). Say that
although this has now identified the objectives to be taught it does not give any guidance
on how this should be carried out.
Show OHT 1.12.
OHT 1.12
Activities for teaching the yearly objectives and modelling
Year 7
Generating ideas

ideas
Planning
Evaluating
Sequence mapping
CAD planning
Group planner
Questioning product
evaluation
Six thinking hats
ACCESS FM
Ranking
Thats where I draw the
line
Role-play and user needs

Key words
Mood-board homework
Mind-mapping
Brainstorming
Mood-boards
Line-ups
Product pairs
Alternative uses
Morphology
New from old
Pattern design
Word and picture board
Product ranges
Create some space to
reflect
Getting ideas
Modify the
Designing for reuse and
recycle
Under-the-table designs
Building blocks
Look to the future

Deconstruction
Less is best?
635
Beg, borrow, steal

Champions
Improvise, play and
experiment
Get expert help
Three-minute sketching
Consequence diagrams
Matrices
Flow charts
Sequencing
Working in teams
Questioning product
evaluation
Look from a different
angle
Right angle
Display
CAFEQUE
Big and small questions

Word association
Be a problem-finder
Live like the user
Observe people and
products
Using materials
Learn from the past and
other cultures
Product footprint
Winners and losers
A day in the life

Walk around a building
Why put it right?
Centring
Inspirational products
The bigger picture
Design abacus
PIES
Walk on the wild side

Look to the natural world
Take a risk
Design abacus
Building a design
Group crits
Scamper
LEGO production line

Charting work-flow
GANTT chart
Sustainable materials
Product impact
Questioning product
evaluation
Compare and contrast
Year 8
OHT 1.12
Exploring ideas and

the task
Year 9
12-minute discussion
Consultations
Using grids
Developing your idea
44
Show participants handout 4.7 and explain that this is a bank of over 80 activities, mainly
short (1530 minutes), from module 4, which can be used to teach the objectives. The
OHT shows how these have been allocated to years and to subskills. It is important to
stress that this allocation is not at all prescriptive: many activities can be easily adapted for
use in earlier or later years or for teaching other subskills.


DfES 0971-2004 G
Show OHT 1.13.
OHT 1.13
OHT 1.13
Briefly describe the format of the activities and the fact that several are also supported by
video clips included on the DVD. The important message is that these are short activities,
intended to be delivered at pace and to provide pupils with a range of designing strategies
which they will be able to use in the future to assist their designing.
Conclude by saying that there will be opportunities to look in more detail at each of these
aspects in training modules 2 to 4.
Key points
Although the Framework sets out in detail the subprocesses of designing, it is
important to recognise that pupils develop their capability in an integrated way,
through combining their skills in designing and making with knowledge and
understanding to make high-quality products.
Most teachers will also know that individual pupils learning, year by year, is not
quite as systematic as the Framework might suggest as, within this set of
designing skills, they will have strengths and weaknesses. Teaching can be
structured progressively but individuals will make progress at their own pace.
Learners do not necessarily advance in an orderly manner. Every teacher has
witnessed or experienced leaps in their own or pupils understanding when
everything suddenly seems to fall into place.
1.9 Focus of the scheme for design and technology
10 minutes
Show OHT 1.14.
OHT 1.14
OHT 1.14
Focus of the scheme for design and

technology
To aid progression, continuity and teaching of shared
objectives by means of team planning.
To improve the teaching of designing by developing
pupils:
autonomy;
creativity;
reflection;
skills in group work.


DfES 0971-2004 G
Explain that key issues in design and technology have been identified as needing support.
Tell participants that the strategy has a focus on:
team planning for progression and continuity of teaching within departments;
improving the teaching of designing and, in particular, those aspects that develop
autonomy, creativity, reflection and team working.
Activity
Participants should work with the person next to them, as a pair. Ask them to share their
lists of issues that their department currently faces with regard to their courses for Key
Stage 3. For example, What obstacles do you currently find that prevent you from
achieving effective progression in your teaching of design? Ask participants to find out
whether their lists can be divided into:
management and team-planning issues;
issues regarding the teaching of designing.
After about 5 minutes, take brief feedback.
Additional note
You will need to direct this feedback carefully, to keep within the time allowed. There may
be a considerable number of negative responses regarding, for example, short lesson
times, large class sizes, rotational courses and resourcing. Respond to this by saying that
the Strategy provides an opportunity for departments to work with senior managers to
review the way in which the scheme of work is planned and managed.
If the participants have relatively few concerns about the teaching of designing, use this as
an opportunity to draw their attention to the problem and explain that this lack of concern
may be because, as a profession, they are not giving these skills enough attention.
Emphasise the support that the D & T programme will provide in addressing areas in
which participants think they need help.
Key points
The Framework should help to refocus the attention of teachers on those aspects
of learning that are known to be weaker or new in the subject, for example, the
teaching of designing skills, developing creative thinking skills and encouraging
autonomy. The objectives within the headings focus attention on areas known
to improve pupil motivation and performance, such as:
autonomy;
creativity;
team working;
reflection.
A particular feature of the Framework is to enable pupils to build a sense of
ownership of their own learning, of their progress through Key Stage 3, of the
purposes behind their designing and making, and of their future directions. If a
teacher instils in pupils a sense of engagement and purpose in what they are
doing, it becomes more than likely that high-quality learning will result, whatever
the constraints of time, resources and facilities.
The Framework helps teachers to involve pupils in planning their own progress.
Pupils can be encouraged to take responsibility for their own learning and teaching
objectives can be shared with them.


DfES 0971-2004 G
Explain that teachers are enabled to focus on:

setting clear objectives that pupils understand;
processing and practising essential designing and making skills;
modelling tasks for pupils benefit;
linking knowledge and skills learned in one project, or by working in one material,
to another;
offering clear conclusions that enable pupils to see what they have learned and
achieved.
Evidence shows that teaching which involves the frequent rotation of pupils among
different material areas can result in unbalanced achievement and a lack of
progression. This can be avoided if staff plan as a team, to ensure that they introduce
greater demands, which build on earlier experiences, as pupils progress through the year.
The Framework offers advice and training on planning and managing Key Stage 3
effectively.
1.10 Links
3 minutes
Show OHT 1.15 and refer participants to handout 1.4.
OHT 1.15
OHT 1.15
Clearly linked
The Key Stage 3 National Strategy is designed:
to link to the existing attainment target for design and
technology
to link to the DfES/QCA schemes of work
to map over and review your existing scheme of work.
Handout 1.4
Handout 1.4
Joining up all curriculum developments

DfES/QCA scheme of work for design and technology
(www.standards.dfes.gov.uk/schemes)
National Association of Advisers
and Inspectors in Design and
Technology (NAAIDT)
(www.naaidt.org.uk)
Website resources
Publications
Think on
Quality through
progression in design
QCA, Creativity: Find it, promote it

(www.ncaction.org.uk/creativity)
Learning difficulties
(www.nc.uk.net/ld)
National Curriculum requirements

(www.nc.uk.net)
Attainment target for design and
technology
(www.nc.uk.net
(click on Design and Technology))
Key Stage 3
Strategy
Assessment in design and

technology
(www.ncaction.org.uk)
ICT objectives
(www.nc.uk.net (click on ICT))
Gifted and talented

(www.nc.uk.net/gt)
Design and Technology Association (DATA)

Website resources (www.web.data.org.uk)
Publications
The design and technology secondary head of
department handbook
Supporting the Key Stage 3 National Strategy CD-ROM


DfES 0971-2004 G
Key points
The Key Stage 3 National Strategy links to the existing attainment target,
QCA/DfES schemes of work and other guidance material produced, for example,
for pupils with learning difficulties, and gifted and talented pupils.
The teaching objectives cover all the statements of the National Curriculum
programme of study. They exemplify the programme of study by setting out what
should be taught year by year. The objectives focus on the teaching of
designing and thus concentrate in particular on section 1 and section 3 of the
programme of study:
developing, planning and communicating ideas;
evaluating processes and products.
The teaching objectives clearly link to the attainment target for design and
technology; there is a diagram provided to show the attainment target levels
against the headings from the Framework objectives.
This presents an opportunity to bring together support, guidance and training.


DfES 0971-2004 G

Training module 1

Handouts

Key Stage 3 National Strategy | Module 1: The Framework the vision | Handouts

DfES 0971-2004 G


DfES 0971-2004 G
Handout 1.1
Sharing a vision
Key subskills
Exploring ideas
and the task
Generating ideas
Developing and
modelling ideas
Planning
Evaluating


DfES 0971-2004 G


DfES 0971-2004 G
Pupils respond by
systems.
thinking, ideas and
proposals.

options open

and actions.
different ways

and what could be


through reflection.


develop a sense of
relationship or
communities.
questioning and
challenging

systems.

modes and styles:


opportunities.



ideas
Generating ideas

task

Pupils describe,
management.

others.
Planning

products

consequences of any
and others.

products.

making.

others.

Evaluating
Handout 1.2
Working with tools,

structures)

manufacture.

empowering ways to
personal and group
situations.

practices.
Making high-quality
products


DfES 0971-2004 G
Learning to think and

intervene creatively
Responding to needs, wants

and opportunities
Looking for needs, wants

and opportunities
Designing for yourself (SoW)
Making connections and

seeing relationships
Developing a range of design

skills and using them to
effect change
Generating ideas

task
Using a range of
as a means of self-reflection
and to describe their design
ideas, thinking and planning
Playing with ideas, keeping

options open
Sharing decisions with the

teacher and others
Working independently on
well-defined tasks
Evaluating products in
relationship to users
Understanding materials
(SoW)
Making for yourself (SoW)

Evaluating strengths and
weaknesses How well does
it work?
Learning when working with

others
Exploring a range of
strategies to develop thinking
and the capacity to effect
change
Developing planning skills
Making high-quality
products
Evaluating
Planning

ideas
The objectives are set out year by year and are structured so that each year of the key stage has its own character.
Handout 1.3a


DfES 0971-2004 G
Selecting appropriate
to document and convey
clearly design ideas, thinking
and organisation
Creating, recreating,
interpreting and
communicating ideas
effectively in unexpected
ways
Representing ideas in
different ways
Exploring materials (SoW)
task determined by the
teacher
Bringing resources together

at the right time
Managing time within a

lesson
Adopting different roles

within a group
Explaining the choices and

decisions made in designed
and manufactured products,
processes and systems and
identifying alternative
possibilities
Asking unusual questions,

responding to ideas, tasks
or problems in an unusual
way, challenging
conventional responses,
Encouraging questioning,
openness to ideas and
different ways of doing things
Producing batches (SoW)

Evaluating and modifying
Negotiating tasks with the

teacher and others
Understanding and using the

relationship between different
design skills to become
better designers
Developing flexible and

Designing for clients (SoW)
Questioning and challenging
Making high-quality
products
Evaluating
Planning

ideas
Generating ideas

task
Handout 1.3b


DfES 0971-2004 G
Generating ideas
Stimulating the imagination
Sharing work with others,

gathering constructive
feedback

task
Designing for markets (SoW)
Envisaging what could and

might be
Demonstrating skills in using

a broad range of recognised
to convey design thinking
Evaluating effects of ideas

and actions
Integrating design skills to

create personal strategies for
designing culturally,
environmentally and socially
defensible products,

ideas
Ensuring quality production

(SoW)
Evaluating the wider impact
of products
Identifying and using criteria
to judge the quality of
products
Working on tasks facilitated

by the teacher or others
chosen task
Prioritising and reconciling

decisions on materials, time
and production
Managing own time across a

number of lessons
Choosing to adopt an
appropriate role within a
group, such as negotiator,
leader
Making high-quality
products
Evaluating
Planning
Handout 1.3c
Handout 1.4
Joining up all curriculum developments

DfES/QCA scheme of work for design and technology
(www.standards.dfes.gov.uk/schemes)
National Association of Advisers
and Inspectors in Design and
Technology (NAAIDT)
(www.naaidt.org.uk)
Website resources
Publications
Think on
Quality through
progression in design
QCA, Creativity: Find it, promote it

(www.ncaction.org.uk/creativity)
Learning difficulties
(www.nc.uk.net/ld)
National Curriculum requirements

(www.nc.uk.net)
Attainment target for design and
technology
(www.nc.uk.net
(click on Design and Technology))
Key Stage 3
Strategy
Assessment in design and

technology
(www.ncaction.org.uk)
ICT objectives
(www.nc.uk.net (click on ICT))
Gifted and talented

(www.nc.uk.net/gt)
Design and Technology Association (DATA)

Website resources (www.web.data.org.uk)
Publications
The design and technology secondary head of
department handbook
Supporting the Key Stage 3 National Strategy CD-ROM


DfES 0971-2004 G

Training module 1

OHTs


DfES 0971-2004 G

Key Stage 3 National Strategy | Module 1: The Framework the vision | OHTs

DfES 0971-2004 G
OHT 1.1
Objectives
To understand the background to the Framework.
To take a first look at the Framework.
To understand the reasons for focusing on team
planning for progression and developing pupils
designing skills, autonomy, creativity, team-working
and reflective skills.


DfES 0971-2004 G
OHT 1.2
Sharing a vision
tomorrows rapidly changing technologies. They learn to
think and intervene creatively to improve the quality of
life. The subject calls for pupils to become autonomous
and creative problem-solvers, as individuals and as
members of a team. They must look for needs, wants
and opportunities and respond to them by developing a
range of ideas and making products and systems. They
combine practical skills with an understanding of
aesthetics, social and environmental issues, function and
industrial practices. As they do so, they reflect on and
evaluate present and past design and technology, its
uses and effects. Through design and technology, all
pupils can become discriminating and informed users of
The importance of design and technology
(Design and technology the National Curriculum for
England; DfEE, QCA, 1999, page 15)


DfES 0971-2004 G
OHT 1.3
Sharing a vision
tomorrows rapidly-changing technologies. They
learn to think and intervene creatively to improve the
quality of life. The subject calls for pupils to become
autonomous and creative problem-solvers, as
individuals and as members of a team. They must
look for needs, wants and opportunities and
respond to them by developing a range of ideas
and making products and systems. They combine
practical skills with an understanding of aesthetics,
social and environmental issues, function and
industrial practices. As they do so, they reflect on
and evaluate present and past design and
technology, its uses and effects. Through design and
technology, all pupils can become discriminating and
informed users of products, and become innovators.


DfES 0971-2004 G
OHT 1.4a
... tomorrows rapidly changing technologies


DfES 0971-2004 G
OHT 1.4b
... think and intervene creatively to improve

the quality of life


DfES 0971-2004 G
OHT 1.4c
... autonomous and creative

problem-solvers, as individuals and as
members of a team


DfES 0971-2004 G
OHT 1.4d
... look for needs, wants and opportunities

and respond to them by developing a range
of ideas and making products and systems


DfES 0971-2004 G
OHT 1.4e
... combine practical skills with ...

understanding of aesthetics, social and
environmental issues, function and
industrial practices


DfES 0971-2004 G
OHT 1.4f
... reflect on and evaluate present and past

design and technology, its uses and effects


DfES 0971-2004 G
OHT 1.4g
... become discriminating and informed

users of products, and become innovators


DfES 0971-2004 G
OHT 1.5
Sharing a vision
Key subskills
Exploring ideas
and the task
Generating ideas
Developing and
modelling ideas
Planning
Evaluating


DfES 0971-2004 G
OHT 1.6
Sharing a vision
Key subskills Key words or phrases
Exploring
ideas and
the task
thinking skills, intervening to improve the quality of life, identifying needs,

wants and opportunities, innovation, imagination, futures, inspiration
from other times and cultures
Generating
ideas
responding to needs, wants and opportunities, generating solutions,

developing a range of ideas for making products and systems, discover,
explore, resolve, prioritise, problem-solving, wisdom and enterprise,
change and choice making, communicating ideas and information,
flexibility
Developing
and
modelling
ideas
combine practical skills and understanding of aesthetics, social,

environmental issues, function and industrial practices to design and make
products, properties and characteristics of materials, techniques and tools
for processing materials, reconciling conflicting issues, sustainability,
appropriateness, elegance, simplicity
Planning
independent and team working, ownership of the task, freedom to

address areas of own interest, self-direction, self-management, small and
large group work, team roles, leadership, virtual teams, collegiate, sense
of identity, interdependence, negotiating
Evaluating
reflection, product analysis, impact of products, designing and making,

discriminating and informed users of products, evaluation of process,
product and learning, making judgements


DfES 0971-2004 G


DfES 0971-2004 G
Exploring
ideas and
the task
Generating
ideas
Developing
and
modelling
ideas
Planning
Evaluating
Making
high-quality
products
Design and technology prepares pupils to participate in tomorrows rapidly changing technologies. They learn to
think and intervene creatively to improve the quality of life. The subject calls for pupils to become autonomous
and creative problem-solvers, as individuals and as members of a team. They must look for needs, wants and
opportunities and respond to them by developing a range of ideas and making products and systems. They
combine practical skills with an understanding of aesthetics, social and environmental issues, function and
industrial practices. As they do so, they reflect on and evaluate present and past design and technology, its uses
and effects. Through design and technology, all pupils can become discriminating and informed users of
The key subskills and objectives are drawn from this statement.
Interpreting the Framework
OHT1.7a
OHT1.7b
Designing
Making


DfES 0971-2004 G
OHT1.7c
Evaluating
MAKING
Planning
Developing ideas
Generating ideas
Exploring ideas
YEAR OBJECTIVES
DESIGNING


DfES 0971-2004 G
OHT 1.8
Nature of designing and making
Kimbell R., Stables K., Wheeler T., Wozniak A., and Kelly V., 1991
The Assessment of Performance in Design & Technology: The final report of the
APU design & technology project (1985-91), School Examinations and Assessment
Council (D/010/B/91) and the Central Office of Information, for HMSO


DfES 0971-2004 G
OHT 1.9


DfES 0971-2004 G
OHT 1.10
Long-term planning

DfES 0971-2004 G
OHT 1.11
Medium-term planning

DfES 0971-2004 G


DfES 0971-2004 G
Year 9
Year 8
Year 7
A day in the life

Walk around a building
Why put it right?
Centring
Inspirational products
The bigger picture
Design abacus
PIES
Big and small questions

Word association
Be a problem-finder
Live like the user
Observe people and
products
Using materials
Learn from the past and
other cultures
Product footprint
Winners and losers
Role-play and user needs

Key words
Mood-board homework
Mind-mapping
Brainstorming
Mood-boards
Line-ups
Product pairs
Exploring ideas and

the task
Walk on the wild side

Look to the natural world
Take a risk
Design abacus
Look to the future

Deconstruction
Less is best?
635
Alternative uses
Morphology
New from old
Pattern design
Word and picture board
Product ranges
Create some space to
reflect
Getting ideas
Modify the
Designing for reuse and
recycle
Under-the-table designs
Building blocks
Generating ideas
12-minute discussion
Consultations
Using grids
Developing your idea
44
Building a design
Group crits
Scamper
Beg, borrow, steal

Champions
Improvise, play and
experiment
Get expert help
Three-minute sketching

ideas
LEGO production line

Charting work-flow
GANTT chart
Sustainable materials
Product impact
Consequence diagrams
Matrices
Flow charts
Sequencing
Working in teams
Sequence mapping
CAD planning
Group planner
Planning
Activities for teaching the yearly objectives and modelling
Questioning product
evaluation
Compare and contrast
Questioning product
evaluation
Look from a different
angle
Right angle
Display
CAFEQUE
Questioning product
evaluation
Six thinking hats
ACCESS FM
Ranking
Thats where I draw the
line
Evaluating
OHT 1.12
OHT 1.13


DfES 0971-2004 G
OHT 1.14
Focus of the scheme for design and

technology
To aid progression, continuity and teaching of shared
objectives by means of team planning.
To improve the teaching of designing by developing
pupils:
autonomy;
creativity;
reflection;
skills in group work.


DfES 0971-2004 G
OHT 1.15
Clearly linked
The Key Stage 3 National Strategy is designed:
to link to the existing attainment target for design and
technology
to link to the DfES/QCA schemes of work
to map over and review your existing scheme of work.


DfES 0971-2004 G


DfES 0971-2004 G
Acknowledgements
We are grateful to the following for permission to reproduce
copyright material:
Young Foresight Ltd for materials from their design and

technology programme.
Crown copyright material (DfES/National Curriculum/Schools

Examination and Assessment Council) is reproduced under
Class Licence Number C01P0000148 with the permission of
the Controller of HMSO and the Queen's Printer for Scotland.
To the following for photographs:
QCA material (Schemes of work and extracts from NCAction

website), copyright Qualifications and Curriculum Authority,
reproduced with their permission.
Lloyd Ansell for 'Centring' activity from www.designow.org
Jeffrey Baumgartner for 'Brainstorming' activity, copyright
JPB Creative Co. Ltd., from www.jpb.com.
The Centre for Alternative Technology Charity Ltd for
footprint activities, The Centre for Alternative Technology
Charity Ltd. For further examples of eco-footprinting activities
see www.cat.org.uk/education or call 01654 705963.
The Design Council for activities based on resources
originally provided in the 'Big Zipper' pack. This pack was
developed with Enterprise Insight to help promote innovation,
creativity, and entrepreneurship in schools and colleges. For
further information please visit:
www.designcouncil.org.uk
The Design Museum, London, for activity from their
'Designers in Action' CPD Programme.
The Design and Technology Association (DATA) for figure
from DATA (1997), computerised designs on OHT 1.4a, and
activity from 'i-PAC, Inspirational Product Activity Cards'.
Acestock.com for photograph of children, OHT 1.4b

Alamy Images for the photographs used on pages 48 and
124.
Alessi for photographs of a selection of their plastic and steel
products. 9093 design Michael Graves, 1985 (Kettle with
small bird-shaped whistle), Inka design Guido Venturini,
2000 (Press filter coffee maker), Cico design Stefano
Giovannoni, 2000 (Eggcup with salt castor and spoon),
Happy Spices design Stefano Giovannoni, 1997
(Shaker/container for spices), Big-Ovo design Joanna Lyle,
1995 (Biscuit box), Te design Stefano Pirovano, 2000 (Teastrainer with filter), *Peppino design Stefano Pirovano, 2000
(Pepper mill), Bimboveloce design Mattia Di Rosa, 1996
(Cake stand), Kalist design Clare Brass, 1992 (Kitchen
box), Girotondo design King-Kong, 1996 (Key-ring), Max le
chinois design Philippe Starck, 1990 (Colander), Anna G.
design Alessandro Mendini, 1994 (Corkscrew), Alessandro
M. design Alessandro Mendini, 2003 (Corkscrew), Toffee
design Miriam Mirri, 2004 (Three-section sugar bowl), Blow
up design Fratelli Campana, 2004 (Basket), Alessibambino
design CSA Lorenza Bozzoli Massimo Giacon, 2003 (Child
table set composed of flat plate and bowl Swa Swa, glass
Swa Swa, spoon, fork and knife Agli Ordini!, placemat
Globe, glass coaster Spot and cutlery rest Sblob),
Mami design Stefano Giovannoni, 2003 (Pressure cooker).
Apple Computers for photograph of iPod, OHTs 1.4f & 1.4g
www.apple.com/uk/pr
Hodder Murray for sample activities adapted from D & T

Challenges Student Book, year 7, Royal College of Art
Schools Technology Project (Hodder & Stoughton, 1995),
copyright Royal College of Art Schools Technology Project
1995.
John Birdsall Social Issues Photo Library for photographs

used on pages 20,26,63,148,168,220,230,265,269 and 277
Intermediate Technology Development Group (ITDG) for

activities developed by Brenda Hellyer
Patrick Lin/Getty Images for photograph of Japanese girl

with screen, OHT 1.4g
James Cook University Multi Media and Print Services

for adaptation of 'Mind-mapping' activity from
www.maps.jcu.edu.au
Alan Sirulnikoff/Science Photo Library for photograph of

environmentally friendly house built from straw bales, used
tyres (not seen), and wood, OHT 1.4e
Malcolm King, Design & Technology, Poltair Community

School and Sports College for KS3 D & T programme.
Kathy Smith, Design & Technology, Plumstead Manor

School for photograph of products modelled by pupils.
School Examinations and Assessment Council

(D/010/B/91) and the Central Office of Information
(HMSO), for figure from The Assessment of Performance in
Design and Technology: the final report of the the APU design
& technology project (1985-91), by
Kimbell R., Stables K., Wheeler T., Wozniak A., and Kelly V.
SpeedStep for photograph, OHT 1.4a
National Association of Advisers and Inspectors in

Design Technology (NAAIDT) for activity from their
publication Think On, www.naaidt.org.uk
Sally and Richard Greenhill for photographs of traffic jam

and lady with trolley, OHT 1.4b
V & A Images, The Victoria & Albert Museum, London for

Punch and Judy Theatre, OHT 5.28
Although we have tried to trace and contact copyright holders
prior to publication, this has not been possible in every case.
If notified, the publisher undertakes to rectify any errors or
omissions at the earliest opportunity.

Key Stage 3 National Strategy

DfES 0971-2004 G

The Framework - Training Module 1

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Design and technology: Framework and training materials

The Framework the vision

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Sharing the vision where are we trying to get to?

Sharing the vision activity

Creating this vision translating the vision into strands

Creating this vision refining the strands into objectives

Creating this vision aligning the strands to the programme of study

Creating this vision building blocks

Putting the Framework into practice an overview

Focus of the scheme for design and technology

83 Design and technology: Framework and training materials

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84 Design and technology: Framework and training materials

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Overview of the module

1.2 Sharing the vision where are we trying to get to?

1.3 Sharing the vision activity

1.4 Creating this vision translating the vision into strands

1.5 Creating this vision refining the strands into objectives

1.6 Creating this vision aligning the strands to the

1.7 Creating this vision building blocks

1.8 Putting the Framework into practice an overview

1.9 Focus of the scheme for design and technology

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86 Design and technology: Framework and training materials

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1.2 Sharing the vision where are we

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Explain that the statement:

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... tomorrows rapidly changing technologies

... think and intervene creatively to improve

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... autonomous and creative

... look for needs, wants and opportunities

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... combine practical skills with ...

... reflect on and evaluate present and past

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... become discriminating and informed

For each OHT in the sequence, ask:

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1.3 Sharing the vision activity

Show OHT 1.5 and refer participants to handout 1.1.

Key words or phrases that come to mind

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thinking skills, intervening to improve the quality of life, identifying needs,

responding to needs, wants and opportunities, generating solutions,

combine practical skills and understanding of aesthetics, social,

independent and team working, ownership of the task, freedom to

reflection, product analysis, impact of products, designing and making,

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