1. Key Stage 3 National Strategy Foundation Subjects: design and technology Framework and training materials © Crown Copyright 2004

2. Key Stage 3 National Strategy Foundation subjects: D&T © Crown Copyright 2004 The content of this presentation may be reproduced free of charge by schools and local education authorities provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. Anyone else wishing to reuse part or all of the content of this publication should apply to HMSO for a core licence. The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party. Applications to reproduce the material from this publication should be addressed to: HMSO, The Licensing Division, St Clements House, 2–16 Colegate, Norwich NR3 1BQ Fax: 01603 723000 e-mail: hmsolicensing@cabinet-office.x.gsi.gov.uk Crown copyright statement

3. Key Stage 3 National Strategy Foundation subjects: D&T © Crown Copyright 2004 Modelling designing Design and technology: Framework and training materials Training module 11

4. Key Stage 3 National Strategy Foundation subjects: D&T © Crown Copyright 2004 Objectives To illustrate modelling as a teaching strategy, distinct from modelling as a method of trying out design ideas. To consider and evaluate some examples of modelling within design and technology. To show how modelling can help pupils to use skills and processes independently. OHT.11.1

5. Key Stage 3 National Strategy Foundation subjects: D&T © Crown Copyright 2004 Learning a new skill When learning a new skill, it helps to: see somebody else do it; hear somebody thinking aloud about what they are doing, and why; hear somebody explaining what they are doing as they proceed; be able to ask questions about the process as it is happening; slow the process down to look at what is happening and to ask questions; see the process demonstrated visually; make time to discuss what has been done. OHT.11.2

6. Key Stage 3 National Strategy Foundation subjects: D&T © Crown Copyright 2004 Why model in design and technology? Modelling: demystifies design for pupils, demonstrating not just the how to but also the why; helps pupils gain an insight into the underlying principles and thinking behind design; shows pupils how one expert approaches a problem or task; allows pupils to ask questions; OHT.11.3

7. Key Stage 3 National Strategy Foundation subjects: D&T © Crown Copyright 2004 Why model in design and technology? …Continued means that pupils’ first attempts at the new skill are supported by the teacher, with carefully shared or guided activities that provide a framework for the learning; gives pupils an opportunity to plan the process modelled before actually doing it. OHT.11.3 If pupils understand the underlying principles of design they will be able to become more independent when designing projects for themselves.

8. Key Stage 3 National Strategy Foundation subjects: D&T © Crown Copyright 2004 Observations from the DVD What skills, processes or procedures were being modelled? How did the modelling make explicit the thinking and decisions behind the task? What shared or guided activities did the teacher provide as an opportunity to try out the new skill, thereby moving the pupils towards independence? OHT.11.4

9. Key Stage 3 National Strategy Foundation subjects: D&T © Crown Copyright 2004 Diamond ranking The purpose of ‘diamond ranking’ is to provoke discussion or reflection about the relative importance of a range of factors. It encourages a focus on the single most important factor, then the next two most important, the next three and so on. In your group of four, select nine cards and agree on their relative importance. Arrange them like this. Most important Least important OHT.11.5

10. Key Stage 3 National Strategy Foundation subjects: D&T © Crown Copyright 2004 What does effective modelling involve? ‘Thinking aloud’ and being totally explicit about the thinking process. Showing precisely how to and why. Making visible and explicit the thinking behind the process, concept or knowledge. Breaking down a process into a series of manageable steps. Encouraging pupils to think for themselves or to ask their own questions. OHT.11.6

11. Key Stage 3 National Strategy Foundation subjects: D&T © Crown Copyright 2004 What does effective modelling involve? …Continued Encouraging pupils to contribute. After modelling, ‘scaffolding’ the learning through shared or guided activities. Allowing time for pupils to reflect on the process. Enabling pupils to do it independently. OHT.11.6

12. Key Stage 3 National Strategy Foundation subjects: D&T © Crown Copyright 2004 Ready for more? Choose an important designing skill from the Framework teaching objectives and try modelling it for pupils. – Explore needs, wants and opportunities in the context of designing for markets. – Prioritise and reconcile decisions about materials, time and production. – Be prepared to take risks when generating ideas through a range of creative and critical thinking techniques. Consider how you might use pupils as ‘experts’ to do the modelling, as an alternative to the teacher. Plan a range of shared or guided activities which will help pupils to make a bridge from modelling to being able to use the skill or process independently. OHT.11.7