1. Design and Technology Day Workshop Design and Technology Foundation Course

2. The Day Morning Session 9 – 1 HJB10 Reminder of primary design and technology and introduction to the focus of the workshop Begin group Design and Make projects recording your journey Coffee! Continue and complete fairground project by 12.30pm Share short presentations developed on the ipads 1 – 2pm Lunch Afternoon Session 2 – 4pm Introduction to food and nutrition in the curriculum Make healthy snacks Design and Technology Foundation Course

3. Aims Develop an overview of primary design and technology and an understanding of the curriculum principles Consider the role of real contexts Look at how to make things function effectively by considering methods of control Focus on the effectiveness of design decisions and selection of components Undertake a design and make task and consider the stages involved Design and Technology Foundation Course

4. Design and Technology – an overview Design and Technology offers opportunities for children to: develop their designing and making skills develop knowledge and understanding develop their capability to create functional products Nurture creativity and innovation through designing and making Explore the designed and made world and how we live and work within it Develop an understanding of design and technological processes and their contribution to our society Data.org.uk Design and Technology Foundation Course

5. School Curriculum Principles for Design and Technology ‘Six, interrelated principles have been agreed by the National Curriculum Expert Group for D&T. They describe the features of a genuine D&T experience from the pupils’ perspective and can be applied to all material areas and aspects of the subject. Each principle should be evident to a greater or lesser degree in each project that pupils undertake.’ National Curriculum Expert Group Dec 2013 Design and Technology PGCE

6. The Six Principles User – Pupils should have a clear idea of who they are designing and making products for Purpose – Pupils should be able to clearly communicate the purpose of the products they are designing and making Functionality – Pupils should design products that work/ function effectively to fulfil users needs Design Decisions – Pupils need opportunities to make their own design decisions Innovation – When designing and making pupils need some scope to be original with their thinking Authenticity – Pupils should design and make products that are believable, real and meaningful to themselves and others National Curriculum Expert Group 2013 Design and Technology PGCE

7. A journey… Design and Technology Foundation Course

8. Record your journey Using the ipads take photographs and make notes so that you can compile a short presentation for the end of the session. Choose your method of presentation, possibly: Keynote (similar to PowerPoint) Prezi (you will need an account) iMovie Explain Everything Design and Technology Foundation Course

9. Providing a context Discussion School visit Survey of the school environment Stories or poems Audio visual material Internet research Problem solving Photographs or paintings Design and Technology Foundation Course

10. Functionality Principle Pupils need to design products that work or function effectively in order to fulfil the users’ needs, wants or purpose. They need to know how materials and components assist the functionality of the product, for example: A moving puppet is controlled by strings Movement in a bicycle is controlled by gears, pedals and handlebars A robot is controlled by a computer Design and Technology Foundation Course

11. Functionality Examples of Practice In order to design and make moving pictures to illustrate nursery rhymes in a whole class book, Y1 pupils explore how simple levers and sliders work, how they are used and how they produce different types of movement. Through Focused Practical Tasks they develop their technical knowledge and skills, such as joining paper fastener pivots to card levers and using strips of card to make sliders To help them to design and make battery-powered lights for a specific user,Y3/4 pupils construct and evaluate a range of handmade switches National Curriculum Expert Group 2013 www.howstuffworks.com/ Design and Technology PGCE

12. Making things work Mechanically Electronically Using a computer Design and Technology Foundation Course

13. Mechanical Control The control of movement by mechanical means using: Strings and rods Levers, linkages and pivots Winches or handles Belts and pulleys Cams Gears http://www.flying-pig.co.uk http://www.robives.com/mechs PGCE D&T Session 3

14. Pneumatic and hydraulic control The control of movement by transferring air or water usually through tubing This type of control is often used in conjunction with levers and linkages. Suitable components include: Balloons Balloon pumps Washing-up liquid bottles Polythene bags Syringes Design and Technology Foundation Course

15. Control with electricity The control of output using electricity In primary Design and Technology the main electrical output components used are: light bulbs buzzers motors These can be all controlled by simple electronics, children can design their own switches to suit their needs, Design and Technology Foundation Course

16. Computer control The control of the behaviour of external devices using a computer Useful for more sophisticated products Earlier experience of electrical circuits is essential Programmable toys are useful as an introduction to computer controlled products Involve a list of instructions programmed directly into the device Examples found in the classroom are generally Roamers or Bee bots

17. Design Decisions Examples of Practice Before designing and making their own toy vehicles in Y2, pupils explore a range of existing products, identifying different types of vehicles, who they are for, what materials they are made from, and develop technical vocabulary for each of the parts. When designing their own products, pupils decide what type of vehicles they will create, who they will be for, what purpose they perform, and what materials and components to use, including the type of wheels, axles and axle holders. National Curriculum Expert Group 2013 Design and Technology PGCE

18. Making moving vehicles Components: The chassis – must be rigid The wheel and axle assembly Body work Source of power – often electric motors Design and Technology Foundation Course

19. Choice of materials and components Wheels and Axles Types of wheels – card, wood, plastic, lids, cotton reels, table tennis balls Thickness and size of wheels – influences the qualities of the movement produced Types of axles – paper fasteners, drawing pins, wire, dowel, straws Must be straight and may be rotating or fixed Framework Wood strip frame Art straw frame Cardboard box frame Papier-mâché frame Balsa wood frame Consider finishing techniques Design and Technology Foundation Course

20. Design and Make projects using electric motors Vehicles Spinning toys Roundabouts Fairground rides Spinning wheels Machinery Design and Technology Foundation Course

21. Task Design and Technology Foundation Course Create a rotating fairground ride for a lego man using a motor and battery source. Record your journey http://www.technologystudent.com/gears1/ pulley1.htm

22. Present your journey… Design and Technology Foundation Course

23. Evaluation How many of the six principles have you addressed? User Purpose Functionality Design Decisions Innovation Authenticity Design and Technology PGCE

24. Curriculum Planning Based upon the National Curriculum 2014 Topic work Cross curricular links Design and Technology themes https://www.gov.uk/government/publications/national-curriculum-in-england-design-and-technology- programmes-of-study/national-curriculum-in-england-design-and-technology-programmes-of-study http://webarchive.nationalarchives.gov.uk/20100612050234/http://www.standards.dfes.gov.uk/schemes2/d esigntech/?view=get

25. Planning Classroom Activities Design and Make Activity Design and Technology Foundation Course Evaluating products Required skills and techniques Learning Outcomes Resources Technical Vocabulary Assessment Opportunities