A guest post by Harry Gowlett
With the changes that have been made to design and technology at GCSE level and the introduction of the single GCSE Design and Technology qualification, it has now become a priority to modernise the secondary D&T curriculum at school level. Whilst GCSE D&T most probably will remain a priority to many departments, it is also important to modernise and update the way in which we teach D&T at key stage three. This is especially important in order to engage learners in wanting to continue to study the subject for GCSE and to revitalise the subject, leading to an increase in uptake.
I am a newly qualified teacher having completed my training at Nottingham Trent University on the BSc Secondary Design and Technology Course with QTS. I now realise just how well this course prepared me for my career as a secondary D&T teacher within the education sector. The main focus of the course was to prepare me to deliver a modernised D&T curriculum, alongside learning the practical skills needed to teach the subject. Since leaving university I have now started a job at Sewell Park Academy (@SewellPark), which is a small city academy in Norwich. Due to the size of department I have been lucky enough to work alongside my head of department to introduce a range of new projects at key stage three taking into account my pedagogical knowledge learnt at university. These projects all fit into four main areas of D&T: mainly making, mainly designing, designing and making and D&T in society.
One of the projects that I have introduced to key stage three is about new and emerging technologies. The National Curriculum for D&T at key stage three states that learners should investigate new and emerging technologies. This fitted into my long-term planning for key stage three as a D&T in society project, and as a smaller three-week project. This project also helped to make the learners realise that not every D&T project leads to producing a physical 3D product, something that I feel learners now tend to assume and expect in our subject.
During week one of the project learners are introduced to the project and the practicalities of it are outlined. At my current school learners in key stage three receive two hour-long lessons of D&T a week. Lesson one involved learners watching a range of video clips and participating in small group and whole class discussions about various new and emerging technologies. Whilst taking part in these discussions the learners would also develop their note making skills, helping to develop literacy skills. Lesson two would involve learners deciding on their favourite new/emerging technology and then being organised into teams to investigate their technology in more detail.
Week two is the fully learner-centred set of lessons, where each team would research their technology. This can be achieved in a number of ways, if computers are available internet research is always a popular choice. To aid differentiation, I produced a set of resource packs for each technology using real life articles and suitable pieces of information. For lower ability learners, I would highlight key points, and the higher ability members of the class would be able to synthesise the information themselves. The class would be guided during the second lesson of the week to focus their research on a given criterion (ready to prepare a presentation).
In the third and final week of the project the learners firstly focus on producing a team presentation to share with the rest of the class. This should hopefully be achievable during an hour-long lesson as the research completed during week two has been narrowed down and homework opportunities have been utilised. Communication skills are also introduced to help encourage learners to develop cross-curricular and personal skills. During the second lesson of the week is an opportunity for the teams to share their presentations with the rest of the class. Learners would be asked to think individually of questions to ask the other teams whilst they are presenting. This raised some interesting thoughts and really showed learner engagement/understanding.
My planned assessment points of this project are investigating and analysis/evaluation, which comes from learners being able to select their favourite new and emerging technology, research this and then evaluate the impact that it has on society. If more than three weeks (six lessons) are available then there is a possible chance to explore the concept of design fiction, which is something that I am hoping to do later on in the year. There is also the good opportunity to use films to help introduce this extra element of the project, such as Big Hero 6 and the idea of ‘microbots’, linking to programmable matter! This also provides me with the opportunity of something else to share later in the year.