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D&T session 2

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Georgina Spry

on 22 February 2016

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Transcript of D&T session 2

Design and Technology
Session 2


Aims of the Session

Learning Outcomes
By the end of the session you will be able to:

• describe key properties and working characteristics of resistant materials appropriate for Key Stages 1 & 2 D&T


demonstrate various methods of joining different types of materials appropriate for Key Stages 1 & 2 D&T

• construct simple structures using materials appropriate for Key Stages 1 & 2 D&T


evaluate the effectiveness of your design and make process

• outline the key elements of the design process

Pneumatics
Design processes
http://resources.hwb.wales.gov.uk/VTC/2010-11/d-and-t/d-and-t-2/index.html
How challenging is D&T in school?
• To enhance knowledge and understanding of key aspects of learning in materials and structures relevant to Key Stages 1 & 2

• To develop skills and knowledge of techniques related to joining materials when designing and making structures

• To present examples of design processes and explore these in context

• To raise awareness of opportunities to explore forces when investigating structures and movement

• To increase knowledge of approaches to learning and teaching relevant to the context of materials and structures

Johnsey, R. (2000). Identifying Designing and Making Skills and Making Cross-curricular Links in the Primary School. In Eggleston, J.(Ed.) Teaching and learning design and technology : a guide to recent research and its applications (pp15-29). London : Continuum.

Many different ways of producing design solutions

Models can be discussions, hand gestures, a rapidly produced mock –up

Teachers can make children aware of the procedures that they are using

Creating the opportunity for practical tasks early in the design process is important

Some choices may be made to enhance learning

Do not expect making to take place only after a complete design idea has been worked out.

Implications for the primary classroom

Designing and making is a messy business which does not conform to a neat pattern.

Design – make – evaluate tend to become dovetailed throughout the task.

Hands-on making may be of benefit in promoting the other procedural skills

Lessons Learnt

Models of Design and Technology Process

(Johnsey 2000)

APU model

Models of Design and Technology Process

Some models of the process and implications for teaching

Designing and Making

A simple linear model

evaluate

make
solution

select and
detail

generate
ideas

research

identify
problem

Models of Design and Technology Process

Mathilda Joubert

Procedures

Rules

Known
solutions

Speculate

Experiment

Develop
solutions

Constructive
review

Success

Routine

Operational
world

Opportunity
for change

Innovation
world

Which activities genuinely are D&T and which are not?

Ofsted’s subject professional development materials: D&T (primary schools) November 2012

http://resources.hwb.wales.gov.uk/VTC/2010-11/d-and-t/d-and-t-2/monsters/index.html#/what-have-the-pictures-got-in-common?
Design criteria
Individually or in pairs make a moving monster with at least one moving part

Use a pneumatic system to control the movement

To illustrate an aspect of a story / myth or legend

For a class foundation subject project

to be completed by the allotted time
http://resources.hwb.wales.gov.uk/VTC/2010-11/d-and-t/d-and-t-2/monsters/index.html#/levers-for-a-mouth-opening-or-for-wings
• describe key properties and working characteristics of some materials appropriate for Key Stages 1 & 2 D&T

• demonstrate various methods of joining different types of materials appropriate for Key Stages 1 & 2 D&T

• construct simple structures using materials appropriate for Key Stages 1 & 2 D&T

• evaluate the effectiveness of your design and make process

• outline the key elements of making a pneumatic system

CAN YOU.......
Glue guns
cutting- mats and safety knives
scissors
Full transcript