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Design and Technology

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Thresia McLean

on 14 June 2013

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Transcript of Design and Technology

Session 3
Session Outline
Design and Technology
Session 1
The presentation of a teacher's guide to the research, development and execution of a Key stage One Design Technology project, supported through using research and analysis underpinned by an inclusive teaching ethos.
Pop-Up Cards in the Early Years
Background
Both the Early Years Foundation Stage (EYFS) (2013) and the National Curriculum KS1 (1999) provide guidance in the teaching and learning of Design and Technology (DT). However, the National Curriculum's guidance provides a deeper look at DT knowledge, understanding, skills, and breadth of study. This teacher's guide will explore the research, development and execution of a series of lessons centered around early years learning. For the purpose of policy use this guide will reference the National Curriculum, but will adjust the information given in the National Curriculum to consider the needs of early years children.
'Every aspect of our lives involves a technology' (Cross, 1994 p.12).
Technology:
has a language
has products
has traditions
has tools
has systems of working
requires design
has rules
requires an environment
These aspects should be considered to develop context, materials, skills.
DT design cycle
(Cross (1994) and National Curriculum (1999):
Designing (developing, planning, communicating) (KS1- Program of Study (POS) 1)
Making (working with tools, components, equipment, and materials) (KS1- POS 2)
Evaluating (process and product) (KS1- POS 3)
Effective DT which meets the attainment targets contains these steps/skills, and should always be considered when planning.
Hope (2004) states that inclusion should be implemented through:
creating suitable learning challenges
responding to children's diverse needs
overcoming potential barriers
Throughout this teacher's guide inclusion approaches in DT will be identify using the symbol: .
Session 1. Research and Designing (identify need and opportunity, examine designers' work, generate verbal
ideas)

Session 2. Plan in detail (consider materials, tools, and process)


Session 3. Making (consider health and safety, collect materials and tools needed, measure, mark out, cut, shape, assemble, join and combine) and ICT (create words for front and fill in inside
information)

Session 4. Evaluate (consider process, product, likes, dislikes, changes to improve, how to make improvement)
Children will identify the need and opportunity for creating pop-up cards. (developed from Adams and Sellwood's (1992) design process cycle) (whole class)


Children will examine and evaluate the creations of designers. (groups)



Children will generate a design verbally to communicate their thoughts and ideas. (groups then whole class)
Children will plan in detail their design using a diagram or sequence of pictures - pictures (all children), labels (those able) (individually or groups)
A card collection
should be provided as
a multi-sensory approach.
Cards should include
themes of life experiences
traditional
home-made and mass-produced
cultural (e.g. Diwali)
Begin with the pop-up storybook 'We are going on a bear hunt' -creates experiences
We are going on a class bear hunt
We want to invite out teddy bears
How should we let them know?
Why do we need cards?
What makes pop-up cards special?
KS1-POS 5
Adams and Sellwood (1992) state that generating a design links defining the need and making the product.This is the stage where children can explore their own and others ideas, mentally deciding on what is important, additions, and alternatives. For early years especially verbal generating develops children's designs without the pressure of recording.
Session 2
Howe, Davies, Ritchie (2001) recommend closer observations and initial investigation.
For example:
What shapes can you see?
What materials have been used?
How many pieces have been used?
What makes it move?
'We are going on a bear hunt' Pop-up cards
More Differentiation
Children can:
work in groups to plan on one large sheet
labels can be printed for less able groups
Cross-Curriculum Links
EYFS (2013)
Literacy development - Early Learning Goal (ELG) 10 Writing and Sequencing
Personal, social and emotional development - ELG 06 Self-confidence and self-awareness and ELG 08 Making relationships
Creating a sequence allows children to consider the process and steps needed to create their design.
Creating a diagram allows children to think of the materials they will need.
Health and Safety
Birmingham City Council Education Department (1996) recommends:
Children should be taught to handle and carry equipment appropriately.
Extreme care must be taken when handling and using sharp edged tools.
Children should be aware of the dangers of tasting and smelling glue, and swallowing small parts
.
The classroom arrangement should minimize movement of children around the room.
Based around: An invitation from the children to their teddy bears, to join in the class bear hunt event.
Hope (2004) suggest
that young children cannot
anticipate how their products will
be made. She believes that to push them to consider the process before hand is counter-productive. However the National Curriculum (1999) considers it a part of the Program of Study 'plan by suggesting what to do next as their ideas develop' and
the EYFS (2013) encourages the process to be
more important than the product. Cross (1994)
also states that DT is and should be demanding. It
can then be argued that children should be
challenged to 'have a go'.
Materials
and Tools
card (material)
scissors (cutting tool)
glue (fixing tool)
Vocabulary
Dawes (1996)
pop-up
folding
tearing
cutting
joining
measuring
parallel cuts
technique
Making
review health and safety guidelines
collect materials and tools needed (refer back to the detailed plan)
create - measure, mark out, cut, shape, assemble, join and combine (part of the essential elements (Cross (1994) and National Curriculum (1999))
ICT
create words for front
fill in inside information
(teacher created)
Shifting responsibility towards the child (Cross (1994))
EYFS Cross Curriculum links -
Mathematics - ELG 12 Shape, space and measures
Physical development - ELG 04 Moving and handling
Literacy development - ELG 10 Writing
Understanding of the world - ELG 15 Technology
Session 4
Children will evaluate:
the process
the product
likes
dislikes
changes to improve
how to make improvement
Teacher
Assessment
'Children should know when, and what they have achieved' Adams and Sellwood (1992)
Assessing achievement includes product and process.
Product Evidence:
plans
evaluations
sketches
final product
Process to be assessed:
selection
exploration
generating ideas
using information
identifying needs and opportunities
organisation
explanation
sharing/co-operation
recording
prediction
reflection and
refining
design
making
This shows why the EYFS (2013) notes the importance of process. Process shows more of the skills and development of a children.
Evaluate
Ways to Evaluate:
Group or class
discussion
2 stars and a wish
(evaluate others work)
fill in sheet
fill out sheet
Adams, R., & Sellwood, P. (1992). The really practical guide to primary technology. Cheltenham, United
Kingdom: Stanley Thornes.

Birmingham City Council Education Department. (1996). Design and technology. Birmingham, United
Kingdom: Questions Publishing and Curriculum Support Services Publishing.

Cross, A. (1994). Design and technology, 5-11. London, United Kingdom: Hodder & Stoughton.

Dawes, A. (1996). Design and make pop-up-cards for every occasion. Preston, United Kingdom: Topical
Resources.

Department for Children, Schools and Families. (2012). The early years foundation stage. Nottingham,
United Kingdom: DCSF Publications.

Department for Children, Schools and Families. (2013). Early years foundation stage profile handbook.
Nottingham, United Kingdom: DCSF Publications.

Department for Education and Employment. (1999). The National Curriculum. London, United Kingdom
: Department of Education and Employment.

Hope, G. (2004). Teaching design and technology 3-11 : the essential guide for teachers. London, United
Kingdom: Continuum.

Howe, A., Davies, D., & Ritchie, R. (2001). Primary design and technology for the future : creativity,
culture and citizenship. London, United Kingdom: David
Fulton.
References
1. Fold paper in half
2. Measure -marking 5 places with the ruler
3. Cut on the markings - each cut the same length
4. Fold 3 sections at the base point
5. Open the card - pull and fold sections to pop out in the middle
6. Fold another paper in half to fit behind first paper
7. glue paper to first paper- not on the pop up side
8. draw characters, cut out, and stick
9. Draw, cut out, and stick chosen scenery. Fill out and stick information sheet
10. ICT - create title and cover of pop-up card
11. Cut out and stick. All done!
Cross (1994)
recommends teachers to
consider ways to help children
progress their skills in:
Making
choice of materials
Describing
using vocabulary
considering pros and cons
summarising
ask and answer questions
Generating Ideas
recognising good ideas
Attention to detail
consider the need and
purpose for greater effect
Smiley face evaluation
Circle Picture Evaluation
For example:
I like this card with the texture pieces, I am going to make soft grass from green felt.
I think your idea is going to be great but I want mine to have 3 people.

PR5712 - Creative Design in the Early Years - Component 2
Full transcript