Bodmin College
Plymouth University
Plymouth University and Bodmin College
PGCE Design & Technology
Induction to Professional
Teaching and Learning
Handbook
2015-16
Donna Moore/ Kirsty Lake
1
Bodmin College
Plymouth University
Contents
What to Expect and what is expected of you
Page 3
Subject Specific Skills & Knowledge Programme
Page 4
Reading List
Page 5
Staff List
Page 6
Year Overview
Page 7-11
Week by week Plan
Page 12-29
Theory Based Tasks
Page 30
Coursework Based Tasks
Page 30
Assignment Brief
Page 31
Submission requirements & Assignment checklist
Page 32
Assessment Criteria
Page 33-34
Teaching Standards
Page 35- 36
Subject Audits
Page 37-43
Useful Websites
Page 44-45
Pathway Co-ordinators
Donna Moore
ME@bodmincollege.co.uk
Kirsty Lake
KML@bodmincollege.co.uk
Donna Moore/ Kirsty Lake
2
Bodmin College
Plymouth University
What to Expect and What is Expected of You:
Welcome to the Plymouth University and Bodmin College Design &
Technology PGCE. You are beginning an exciting, challenging and rewarding
career helping young people to develop an interest in and enjoyment of this
ever changing and forward thinking subject.
This handbook gives an overview of the Subject Specific Sessions, which
take place on Tuesdays and Wednesdays at Bodmin College. These are
designed to compliment your Monday sessions at the university; giving you
an overview of good practice in your school placements. The sessions will be
also extend your current knowledge of Design & Technology as a subject
based on the wide variety of knowledge you have from your personal
backgrounds and develop your pedagogic subject knowledge.
The Design Technology Curriculum has four main specialisms, each
secondary school will group and share these amongst a variety of
departments. Whilst at Bodmin College you will explore three of these four;
Textiles, Graphic Products and Product Design. By providing you with a
broad range of skills across these specialisms we aim to give you a variety of
sills to enhance your knowledge, understanding and practical abilities,
therefor maximising your employability.
You will need to be enthusiastic, organised, and committed, and above all
show a positive attitude to the advice offered to you by experienced
professionals. Many of the professionals that you will encounter will have
lots of experience and expertise, be pro-active in interacting with these
people to make the most of this opportunity. Every day will have its highs
and lows: make sure you keep things in perspective and record your daily
successes with your targets for improvement. Most importantly enjoy it.
During the year, you will be expected to develop your subject-specific
knowledge, through the Tuesday and Wednesday sessions and by your own
reading, research and practical work. You should use the handbook in
conjunction with your Subject Knowledge Audit, which will help you track
your progress in the various areas of skill and knowledge acquisition. Please
read both documents thoroughly, as they will answer many of your questions
and be a source of useful information.
If you are unable to attend for any reason you must telephone Bodmin
College on 01208 72114 and ask for a message to be sent to Kirsty Lake.
Punctuality and attendance at these sessions is absolutely essential.
Donna Moore/ Kirsty Lake
3
Bodmin College
Plymouth University
Subject Specific Skills & Knowledge Programme
We recognise that Design and Technology trainees joining the course will
have a wide range of skills and abilities gained from their degree, further
academic studies and their industrial and other experiences. However,
there still exists a major challenge for trainees to refine and further
develop their skills and knowledge in order to meet the required Teacher
Standards.
Our trainees must evidence a competence in a minimum of one subject at
key stage four and two at key stage three.
1.
Graphic Products
2.
Product Design
3.
Textiles Technology Trainees wishing to be considered competent to teach additional subjects
to Key Stage 4 will need to complete a portfolio of work and evidence that
you are progressing through the subject knowledge competencies. Evidence
of competence to teach additional subjects to KS3 level will be through the
submission of lesson plans
During the course you will be required to complete the following:
Core D&T competences task (including GCSE controlled assessment
task)
. Portfolio of resources completed during set tasks
. Theoretical resource bank
Specialist subject competences portfolio and audit
Teacher Standards Log You are responsible for the completion of these tasks, they will be regularly
checked and signed off by your subject tutors.
Personal Schools Record
School A
School B
Professional Tutor
Subject Mentor
DT Head of
Department/ Subject
Donna Moore/ Kirsty Lake
4
Bodmin College
Plymouth University
Leader
Reading List
Design and Technology Inside the Black Box
Judy Moreland and Alister Jones
Learning to Teach Design and Technology in the Secondary School: A
companion to school experience (Learning to Teach Subjects in the
Secondary School Series) Paperback – 11 May 2015
Gwyneth Owen-Jackson (Editor)
Developing Subject Knowledge in Design and Technology: Developing
Planning and Communicating Ideas Paperback – 1 Sep 2001
Gwyneth Owen-Jackson (Editor)
Meeting the Needs of Your Most Able Pupils in Design and Technology (The
Gifted and Talented Series)
Louise Davies (Author)
Meeting SEN in the Curriculum: Design & Technology
Louise Davies (Author)
Donna Moore/ Kirsty Lake
5
Bodmin College
Plymouth University
Bodmin College Staff List
Name
Donna Moore
Kirsty Lake
Initials
ME
KML
Role
Head of Textiles
Head of
Graphics and
Product Design.
Design
Technology KS3
Co-ordinator
Principal
College
Improvement
Officer, SLT
Pastoral, SLT
Vice Principal
Contact
ME@bodmincollege.co.uk
KML@bodmincollege.co.uk
Brett Elliott
Karen Taylor
EB
TK
Lynne Carter
Michelle
Nineham
Martin Dixon
Sally Phipps
Janie Craig
CAL
NM
DM@bodmincollege.co.uk
PH@bodmincollege.co.uk
CJ@bodmincollege.co.uk
HRobinson
Vice Principal
Pastoral, SLT
Head of Sixth
Form, SLT
Head of Science
SENCO
Aspirational Coordinator
Head of
Greenfield
Centre
HLTA
Head of Public
Services
Acting Head of
Maths
Teacher of
English and
Teacher Coach
Exams Officer
Dave Salter
Jo Wright
Jayne Smith
SV
Rob Cannon
CR
Jayne Parkin
Gareth Morris
JParkin
MG
Louise Ions
IL
Jo Jenkins
JJ
Heidi Robinson
Trish Row
Trish.Rowe
Reception
Steve Greaves
GS
Theresa Cox
TCOX
Jon Northridge
NE
Technology
Technician
(Product
Design)
Technology
Technician
(Textiles)
Retired
Technology
DM
PH
CJ
SJ
Donna Moore/ Kirsty Lake
EB@bodmincollege.co.uk
TK@bodmincollege.co.uk
CAL@bodmincollege.co.uk
NM@bodmincollege.co.uk
SV@bodmincollege.co.uk
@bodmincollege.co.uk
SJ@bodmincollege.co.uk
CR@bodmincollege.co.uk
JParkin@bodmincollege.co.uk
MG@bodmincollege.co.uk
IL@bodmincollege.co.uk
JJ@bodmincollege.co.uk
HRobinson
@bodmincollege.co.uk
Trish.Rowe
@bodmincollege.co.uk
GS@bodmincollege.co.uk
TCOX@bodmincollege.co.uk
NE@bodmincollege.co.uk
6
Bodmin College
Plymouth University
Teacher
Donna Moore/ Kirsty Lake
7
Bodmin College
Plymouth University
Yearly Overview
Theory Focus
Session
Date/LZ
Learnin
g Zone
1
Staff
Member
Topic covered
Activity/Focus
ME, KML
PH, TK
Meet and Greet
2
EB
Power of 6: Meet
and Greet
Welcome and Tour
Planners
Discussion about aims, goals and
ambitions
School Hierarchy/ Systems
What a school expects from a student
teacher, what the student should expect
from their associated schools.
Meet the Principal- Overview of the
Document task in
colleges Power of Six policy.
appropriate manor.
College Improvement plan.
CAL
Tier 2 training
Who you are as an individual and the
role of a teacher
-
How design technology has changed
throughout the decades. How design
technology in the curriculum will
progress.
How do you think the
design technology
curriculum will look in ten
years time. Including
rational.
Tuesday 22nd
Sept
Properties of
materials
(inc smart
materials)
Due 29th Sept
Wednesday 23rd
Sept
3
TK
Safeguarding
Training
PACK typing
1
Jon N
Meet and Greet
2
3
Tuesday 29th
Sept
Donna Moore/ Kirsty Lake
1
KML
SJC
Directed
Study
ME
How a D&T
department
works.
ICT
Finding your feet
Key Stage 3 focus
Discussion about the Key Stage system,
carousel rotations, exam boards.
What makes a strong department and
individuals roles within this.
Introduction of Theoretical Focus and
Design Tasks for year.
Set up accounts with technicians. Start
of GCSE task
How the key stage is structured. Short
and long term planning. The uses of
Task/Evidence
Design Task
200-500 word written task.
Due 29th Sept
Subject and previous
experience audit
Get computer account set
up, begin personal work
tasks.
Make a resource to help
Key Stage 3 students
GCSE Coursework task
Research
Due 30th Sept
8
Bodmin College
Smart and
Modern
Materials
6th Oct
Plymouth University
Wednesday 30th
Sept
Tuesday 6th Oct
CAD/CAM
13th Oct
Wednesday 7th
Oct
Donna Moore/ Kirsty Lake
2
JON
Key Stage 3 work
exploration
3
TK
1
JWright/
JParkin
What is an
effective lesson?
Power Of 6: Mind
The Gap: SEN/
Use of TA’s
2
3
To be
confirme
d
RCannon
Power Of 6: Mind
The Gap: SEN/
Use of TA’s
Greenfield
1
ME
2
KML
Power Of 6: 7030
Lesson Structures
Lesson Plans
3
DT
1
JON
2
KML
(MG)
Impact and
organisation of
extra curricular
activities
3
Directed
Study
Key Stage 4 Trip
Lesson
Observation
Machine Training
Pt 1
booklets to evidence progress.
Monitoring and intervention strategies.
Identifying achievement and successes
in students work, improvement and
marking.
Recognising excellence, observing good
practice, Ofsted
Overview for Power of Six. element.
improve their work. Due 6th
Oct
Document task in
appropriate manor. Due 6th
Oct
Write up lesson
GCSE Coursework task
observations. Due 6th Oct
Initial Ideas
Document task in
th
appropriate manor. Due 6th 6 Oct
Oct
Shadow a TA for a lesson. nitial Ideasesearch
Document task in
appropriate manor. Due 6th
Oct
Observation of lesson and discussions
Document task in
with Head of Greenfield.
appropriate manor. Due 6th
Oct
Overview for Power of Six. Element.
Plan a 20 minute starter
What happens in a lesson, what
task. Due 13th Oct
structure is implemented and why.
What should be included in a lesson
Suggest what should be in
plan? How to write an effective lesson
a lesson plan, evaluate
plan. How to evaluate the successes of
against existing D&T lesson
a lesson.
plan. Draw comparisons.
Due 13th Oct
Observe a full lesson.
Write up an observation.
Due 13th Oct
GCSE Coursework task
Product Design machines, health and
Document task in
Developed Ideas
safety
appropriate manor. Due
th
Due 20th Oct
13 Oct
S
The rational behind extra curricular
Research, cost and prepare
activities in design technology.
a fictional trip on
earch
Procedures and planning for external
preparation for afternoons
visits. Appropriate safeguarding
activity. Due 13th Oct
strategies for events.
Time used to complete set tasks.
Produce a flier/ leaflet to
promote a trip to a group
of year 10 students. Provide
a written report 500-800
words to justify trip to
senior leaders and
9
Bodmin College
Plymouth University
Tuesday 13th
Oct
Manufacturing
Processes Part
1
Due 20th Oct
Wednesday 14th
Oct
Tuesday 20th
Oct
Manufacturing
Processes Part
Wednesday 21st
Oct
Donna Moore/ Kirsty Lake
1
ME
Power Of 6:
Targets Tracking
and Intervention
DATA
Overview for Power of Six. element.
How schools use DATA to influence
classroom practice. Safeguarding and
ICT.
2
HEIDI
Power Of 6: SIMs
Training
The role of the
exams officer
Power Of 6: Using
SIMs to aid
teaching
SIMs Basics
Power Of 6:
Assessment,
Evidencing
Progress, AFL
Power Of 6:
Effective
Questioning
Power Of 6:
Assessment,
Feedback & DIRT
Learning
Environment
Overview for Power of Six. element.
3
NM
1
NM
2
TK
3
DSalter
1
ME
2
KML
3
Directed
Study
TK
1
Learning
Environment
Personal working
time
Power Of 6:
Lesson
Practice using SIMs to find relevant
ue ue
information about classes. Due
How ewould
this information be used by a teacher in
their planning. Focus on year over view
of grades and progress tracking. Raise
Online.
Overview for Power of Six. element.
Why is feedback important? How can it
be used effectively?
Greeting your students at the door and
creating a productive working
environment. The physical arrangement
of your classroom.
Displays for learning.
department heads. Due
13th Oct
Investigate and analyse
data for a class (KS3&4,)
suggest challenges, trends
and identify areas and
techniques to provide
support and extension
activities. Due 20Th Oct
-
Investigate and analyse
termly data for a class
(KS3&4,) suggest
challenges, trends and
identify areas and
techniques to provide
support and extension
activities. Due 20Th Oct
Document task in
appropriate manor. Due
20Th Oct
GCSE Coursework task
Developed Ideas
Due 20th Oct
Document task in
appropriate manor. Due
20Th Oct
Document task in
appropriate manor. Due
20Th Oct
Document task in
appropriate manor. Due 3rd
Nov
-
Time used to complete set tasks.
-
Overview for Power of Six. element.
GCSE Coursework task
Document task in
rd Final Idea
appropriate manor. Due 3
10
Bodmin College
Plymouth University
2
Due 3rd Nov
Target
Audiences/
Consumers
Due 3rd Nov
Tuesday 27th
Oct
Wednesday 28th
Oct
Tuesday 3rd Nov
Spiritual,
Cultural, Moral,
Sustainable
Due 5th Jan
2
KML
3
TCOX
Tuesday 15th
Dec
Wednesday 16th
Dec
Tuesday 5th Jan
Donna Moore/ Kirsty Lake
Machine Training
Pt 2
Textiles machines, health and safety
Nov
Due 3rd Nov
Make a resource where
students will interact with
the learning objective.
What impact would this
have on a lesson? Due 3rd
Nov
Document task in
appropriate manor. Due 3rd
Nov
GCSE Coursework task
Final Idea
Due 3rd Nov
Half Term
Key Stage 4 focus
e 3rd
How is the key stage 4 curriculum
Explore example exam
structured, loaded. How is the year
questions. Work through
broken up, what is required to ensure
past paper. Due 5th Jan
students achieve highly within both
coursework and written exams.
Analyse work examples in conjunction
Use marks schemes to
with mark schemes.
grade work provide
Manufacture Due
5th Jan to justify. Due
comments
5th Jan
Continue with exam paper.
-
Pastoral RoleBehavior
Management
Behavior
Management
Teaching styles and behavior
management,
Strategies, Impact
How language can be used as a tool for
behavior management.
Personal working
time
Time used to complete set tasks.
1
ME
Key Stage 4
Projects
2
JON
Key Stage 4 work
analysis
3
Wednesday 4th
Nov
Objectives,
Evidencing
Progress
Power Of 6:
Break down usage and impact of lesson
Lesson Objectives objective across all key stages within
and their impact
technology.
on D&T teaching
1
Directed
Study
CAL
2
TK
3
Directed
Study
GCSE Coursework task
Planning and
Due 12th Jan
Document task in
appropriate manor. Due 5th
Jan
Document task in
appropriate manor. Due 5th
Jan
-
University Days
Catch Up/
Improvements
GCSE Coursework task
1
ME
Schemes of Work
What is a scheme of work? How are
Write an overview for a Key
11
Bodmin College
Plymouth University
Designers and
Decades
Due 12th Jan
Wednesday 6th
Jan
2
KML
Schemes of Work
3
GS
Machine Training
Pt 3
1
PV
The Teenage
Brain
2
J
Craig/EB
Key Stage 5,
Key Stage 5 Data
3
Directed
Study
ME
Personal working
time
Gifted and
Talented in
Technology
Tuesday 12th Jan 1
2
Modeling and
Prototyping
Due 19th Jan
3
Wednesday 13th
Jan
1
2
3
Tuesday 19th Jan 1
2
3
Donna Moore/ Kirsty Lake
DM/JSmit Gifted and
h
Talented
Raising
Aspirations
Directed
Personal working
Study
time
J Wright
Unions
IL
Power Of 6: Cross
curricular
Numeracy
JJ
Power Of 6: Cross
curricular Literacy
ME
The Tricky Bits
KML
PV
The Tricky Bits
Observation
they written? What things are important Stage 3 scheme of work.
to consider during planning?
Due 12th Jan
Session Continued
Document task in
appropriate manor. Due
12th Jan
CAD/CAM
Document task in
appropriate manor. Due
12th Jan
Document task in
appropriate manor. Due
12th Jan
A teachers change in role at key stage
Document task in
5, teaching styles. Professional conduct. appropriate manor. Due
Guiding students towards a future
12th Jan
beyond sixth form.
Time used to complete set tasks.
How we support gifted and talented
students within design technology.
Time used to complete set tasks.
Overview for Power of Six. element.
Focus on how to help students with the
bits they find most challenging.
Strategies and discussions.
Session continued
How would you stretch
Gifted and Talented
students within your own
key stage 3 scheme of
work. Due 19th Jan
Document task in
appropriate manor. Due
19th
GCSE Coursework task
Modeling
Due 12th Jan
GCSE Coursework task
Manufacture
Due 26th Jan
Document task in
appropriate manor. Due
19th
Document task in
appropriate manor. Due
19th
Document task in
appropriate manor.
Write up lesson
12
Bodmin College
Manufacturing
Processes Part
3
Due 26th Jan
Plymouth University
Wednesday 20
Jan
th
1
Assessor
2
Assessor
KML
Assessor
3
Tuesday 26th Jan 1
2
Directed
Study
Personal Choice
focus
3
Directed
Study
Personal Choice
focus
1
Directed
Study
Personal Choice
focus
2
Directed
Study
Personal Choice
focus
3
Directed
Study
Personal Choice
focus
The role of the
designer
Due 16th Feb
Wednesday 27th
Jan
Tuesday 16th
Subject Specific Feb
Extras
Wednesday 17th
Feb
Wednesday 16th
March
Wednesday 18th
May
Tuesday 28th
Donna Moore/ Kirsty Lake
ME
DATA
ACCREDITATION
DATA
ACCREDITATION
DATA
ACCREDITATION
Personal Choice
focus
Half Term
Safety standards training and
assessment.
Safety standards training and
assessment.
Safety standards training and
assessment.
Focus to be discussed to allow students
to gain wider knowledge and
experience in an area they feel less
confident in.
Focus to be discussed to allow students
to gain wider knowledge and
experience in an area they feel less
confident in.
Focus to be discussed to allow students
to gain wider knowledge and
experience in an area they feel less
confident in.
Focus to be discussed to allow students
to gain wider knowledge and
experience in an area they feel less
confident in.
Focus to be discussed to allow students
to gain wider knowledge and
experience in an area they feel less
confident in.
Focus to be discussed to allow students
to gain wider knowledge and
experience in an area they feel less
confident in.
observations. Due 26th Jan
Document task in
appropriate manor.
-
GCSE Coursework task
Manufacture
Due 26th Jan
Document task in
appropriate manor.
GCSE Coursework task
Testing and Evaluation
Due 16th Feb
-
-
-
-
GCSE Coursework task
Final Submission
University Day
University Day
University Day
13
Bodmin College
Plymouth University
June
Wednesday 29th
June
University Day
Week 1
Week 2 (white)
Donna Moore/ Kirsty Lake
14
Bodmin College
Week Beginning
Plymouth University
Monday 21st Sept
Tuesday 22nd Sept
Time
Staff
Topic
General
Teachers’ standards
LZ1
8.50-10.30
Me &
Kml
Ph & Tk
Meet and greet
Subject and previous experience
audit
Tour of college
School systems – hierarchy
planners
What are their expectations
What a school expects from them
dress code, absence, punctuality
PART TWO:
PERSONAL AND
PROFESSIONAL CONDUCT
LZ2
11.00-1.10
EB
Power of six
Meet and greet
Meet principal
Overview of college
Power of six
Cal
safeguarding
ST1
Set high expectations which
inspire, motivate and
challenge pupils
Tk
Pack typing
LZ3
1.50-2.15
2.30
Tier 2 training
Who you are as an individual and
the role of a teacher
Wednesday 23rd Sept
Time
Staff
Topic
General
Teachers’ standards
LZ1
8.50-10.30
Jon
Meet and greet
How design technology has
developed in schools
TS3
Demonstrate good subject
and curriculum knowledge
LZ2
11.00-1.10
Kml
Carousels, key stages, exams
boards, sixth form, our vision for
department, making a strong
department
Individual roles in this
LZ3
1.50-3.30
Sjc
How our design
technology
department works
Introduction of
design task and
theoretical focus
Set up account with
technician
Start of GCSE project
Get computer account set up
Reading List
Design and Technology in secondary school: A companion to school experience
Teachers’ standards
Donna Moore/ Kirsty Lake
15
Bodmin College
Plymouth University
Power of six booklet
https://www.ofsted.gov.uk/resources/safeguarding-schools-best-practice
Theory Task
Properties of materials ( subject based)
Design Task
Research for GCSE project
Evidence
Interactive worksheets for students
due in 29th Sept
Evidence
A3 sheets for this section
Due in 30th Sept Research section
Set Tasks
Evidence
How do think design technology curriculum will look in ten
years’ time, including rational
200-500 written task
due in29th Sept
Donna Moore/ Kirsty Lake
16
Bodmin College
Plymouth University
Week Beginning Monday 28th Sept
Tuesday 29th Sept
Time
Staff
Topic
General
Teachers’ standards
LZ1
8.50-10.30
Me
Key stage 3 focus
ST4
Plan and teach wellstructured lessons
LZ2
11.00-1.10
Jon
Key stage 3 work
exploration
LZ3
1.50-3.30
Tk
What is an
effective lesson?
How it is structured, the use of
booklets, monitoring and
intervention
Identifying achievement and
successes in students work.
Improvement and marking
Recognize excellence, observing
good practice Ofsted
Wednesday 30th Sept
Time
Staff
Topic
General
Teachers’ standards
LZ1
8.50-10.30
J Wright
PO6: SEN/use of
TA’s
Mind the gap
LZ2
11.00-1.10
J Parkin
PO6: SEN/use of
TA’s
Shadow a TA for a lesson
ST5
Adapt teaching to respond to
the strengths and needs of all
pupils
ST1
Set high expectations which
inspire, motivate and challenge
pupils
LZ3
1.50-3.30
R Cannon
Greenfield
Observation of lesson and
discussion with Head of
greenfield
Reading List
Meeting SEN in the curriculum: Design and Technology
Read SEN code of practice
http://www.ofsted.gov.uk/pupil-premium-how-schools-are-spending-funding-successfully-
Donna Moore/ Kirsty Lake
17
Bodmin College
Set Tasks
Make a resource to help Key stage 3
Key stage 3 exploration
students improve their work
Observe lesson
Plymouth University
Evidence
Worksheet, help sheet
Document task
Write up lesson observation
Due in 6th Oct
maximise-achievement
Theory Task
Smart and modern materials ( subject based)
Evidence
Produce Power Point for a yr 10 class
Due in 6th Oct
Design Task
Initial designs for GCSE project
Evidence
A3 sheets for this section
Due in 6th Oct
Donna Moore/ Kirsty Lake
18
Bodmin College
Plymouth University
Week Beginning Monday 5th Oct
Tuesday 6th Oct
Time
Staff
Topic
General
Teachers’ standards
LZ1
8.50-10.30
Me
PO:6 70-30
Lesson structure
TS4
Plan and teach wellstructured lessons
LZ2
11.00-1.10
Kml
Lesson plan
LZ3
1.50-3.30
DT
Observe a full
lesson
Overview power of six
What happens in a lesson, starter
ect.
Why are lessons broken down into
sections
What should be included,
technology specific, why they are
used
evaluating lessons effectiveness
Observation notes
TS4
Plan and teach wellstructured lessons
TS3
Demonstrate good subject
and curriculum knowledge
Wednesday 7th Oct
Time
Staff
Topic
General
Teachers’ standards
LZ1
8.50-10.30
Jon
Machine training
Pt 1
Product design machines, health
and safety
LZ2
11.00-1.10
KML(GM)
Impact and
organization of
extra-curricular
activities
The rationale behind extracurricular activities in
technology. Procedures and
planning for external visits.
Appropriate sage guarding
strategies for events.
TS3
Demonstrate good subject
and curriculum knowledge
TS1
Set high expectations
which inspire, motivate and
challenge pupils
Donna Moore/ Kirsty Lake
19
Bodmin College
LZ3
1.50-3.30
Free time
Plymouth University
Key stage 4 trip
Produce set work
Reading List
Design and technology inside the black box
www.data.org.uk
Theory Task
CAD/CAM
Design Task
Developed designs for GCSE project
Set Tasks
Plan a 20 min starter task
Suggest what should be in a lesson plan, evaluate
against existing D&T lesson plan
Product design machines, health and safety
Visits research
Donna Moore/ Kirsty Lake
Evidence
Worksheets for key stage 4
Due in 13th Oct
Evidence
A3 sheets
Due in 20th Oct
Evidence
Work sheets
Comparison sheet
Document task
Research, cost and prepare a fictional trip
Produce a leaflet to promote trip to year 10 students.
Provide a written report 200-500 words to justify trip to
senior leaders.
Due in 13th Oct
20
Bodmin College
Plymouth University
Week Beginning Monday 12th Oct
Tuesday 13th Oct
Time
Staff
Topic
General
Teachers’ standards
LZ1
8.50-10.30
Me
PO6: target
tracking and
intervention DATA
How school use DATA to
influence classroom practice.
Safeguarding and ICT.
TS5
Adapt teaching to respond
to the strengths and needs
of all pupils
LZ2
11.00-1.10
Heidi
Basic SIMS
LZ3
1.50-3.30
Nm
PO6: SIMS training
The role of the
exam officer
PO6: using sims to
aid teaching
Donna Moore/ Kirsty Lake
Use SIM to find relevant
information about classes. How
this information would be used by
21
Bodmin College
Plymouth University
a teacher in their planning. Focus
on year overview of grades and
progress tracking
Wednesday 14th Oct
Time
Staff
Topic
General
Teachers’ standards
LZ1
8.50-10.30
Nm
Tk
Overview PO6
How it is done
Why is it important?
What makes questioning
effective?
TS2
Promote good progress and
outcomes by pupils
LZ2
11.00-1.10
PO6: Assessment
Evidencing
progress, AFL
PO6: Effective
questioning
LZ3
1.50-3.30
DSalter
PO6: Assessment
Feedback & DIRT
Why is feedback important?
How can it be used
effectively
TS2
Promote good progress and
outcomes by pupils
TS6
Make accurate and productive
use of assessment
Reading List
Effective questioning information sheets
Assessment feedback and DIRT information
https://www.gov.uk/govermment/publications/training-our-next-generation-of-outstandingteachers-implementation-plan
Theory Task
Manufacturing
Evidence
Class activity
Due in 20th Oct
Design Task
Evidence
Continue development of designs for GCSE project
Due in 20th Oct
Set Tasks
Investigate and analyse data for a class (KS3&4) suggest
challenges, trends and identify areas and techniques to provide
support and extension activities.
Investigate and analyse termly data for a class (KS3&4) suggest
challenges, trends and identify areas and techniques to provide
support and extension activities.
Donna Moore/ Kirsty Lake
Evidence
Investigation and analysis
Due in 20th Oct
22
Bodmin College
Donna Moore/ Kirsty Lake
Plymouth University
23
Bodmin College
Plymouth University
Week Beginning Monday 19th Oct
Tuesday 20th Oct
Time
Staff
Topic
General
Teachers’ standards
LZ1
8.50-10.30
me
Learning
environment
TS1
Set high expectations which
inspire, motivate and challenge
pupils
LZ2
11.00-1.10
Kml
Learning
environment
Greeting students at door
Setting the scene for learning
Physical class arrangements,
display
Displays for learning
Technician roles
Equipment
Emotional environment
LZ3
1.50-3.30
Free
time
Personal working
time
Time used to complete tasks
Wednesday 21stOct
Time
Staff
Topic
General
Teachers’ standards
LZ1
8.50-10.30
Tk
LZ2
11.00-1.10
Kml
PO6: Lesson
objectives, evidence
and progress
PO6: Lesson
objectives and their
impact on D&T
teaching
TS4
Plan and teach wellstructured lessons
TS3
Demonstrate good subject
and curriculum knowledge
LZ3
1.50-3.30
T Cox
The importance of less objectives
What are they and how to use
them
Make a resource where students
will interact with learning
objective.
What impact would this have on
a lesson/
Textiles machines, health and
safety
Machine training
Pt2
TS3
Demonstrate good subject
and curriculum knowledge
Reading List
Examination specifications
www.AQA.org.uk
www.OCR.org.uk
www.edexcel.com
www.wjec.co
http://www.bbc.co.uk/schools/gcsebitesize/
Theory Task
Donna Moore/ Kirsty Lake
Evidence
24
Bodmin College
Manufacturing
Design Task
Final design for GCSE project
Set Tasks
Make a resource where students will interact with
learning objective.
What impact would this have on a lesson/
Textiles machines, health and safety
Donna Moore/ Kirsty Lake
Plymouth University
Plan an episode where students work in
groups to produce a simple item using batch
production
Due in 27th Oct
Evidence
A3 sheets
Due in 3rd Nov
Evidence
Resource for students
Document task
Due in 27th Oct
25
Bodmin College
Plymouth University
Week Beginning Monday 2nd Nov
Tuesday 3rd Nov
Time
Staff
Topic
General
Teachers’ standards
LZ1
8.50-10.30
Me
Key Stage 4
projects
How is the key stage 4 curriculum
structured, loaded, How is the
year broken up, what is required
to ensure students achieve highly
within coursework and written
exam
Explore example exam questions
work through past papers.
Analyse work examples in
conjunction with Mark scheme
Use mark scheme to grade work
provide comments to justify
TS3
Demonstrate good subject
and curriculum knowledge
LZ2
11.00-1.10
Key stage 4 work
analysis
LZ3
1.50-3.30
Free
time
TS6
Make accurate and
productive use of assessment
Continue with
exam question
Wednesday 4th Nov
Time
Staff
Topic
General
Teachers’ standards
LZ1
8.50-10.30
Cal
Pastoral role
Behavior
management
Teaching styles and behavior
management
Strategies, impacts
TS7 Manage behaviour
effectively to ensure a good
and safe learning environment
LZ2
11.00-1.10
LZ3
1.50-3.30
TK
Behavior
management
Personal working
time
How language can be used as a
tool for behavior management
TS7 Manage behaviour effectively
to ensure a good and safe
learning environment
Free
time
Donna Moore/ Kirsty Lake
Time used to complete tasks
26
Bodmin College
Plymouth University
Reading List
Behavior management information sheets
www.behaviour4learning.ac.uk
https://www.gov.uk/govermment/publications/good-behaviour-in-schools-checklists-for-teachers
Theory Task
Spiritual, moral, cultural
sustainability
Design Task
Prototyping/modeling for GCSE project
Set Tasks
Use mark scheme to grade work provide
comments to justify
Donna Moore/ Kirsty Lake
Evidence
Power point and worksheets
Due 5th Jan
Evidence
A3 sheets for this section
Due date 12th Jan
Evidence
Due 5th Jan
27
Bodmin College
Plymouth University
Week Beginning Monday 4th Jan
Tuesday 5th Jan
Time
Staff
Topic
General
Teachers’ standards
LZ1
8.50-10.30
Me
Schemes of work
TS4
Plan and teach wellstructured lessons
LZ2
11.00-1.10
Kml
Schemes of work
What is a scheme of work?
How are they written?
What things are important to
consider during planning?
Session continued
LZ3
1.50-3.30
Gs
Machine training
Pt 3
CAD/CAM
TS4
Plan and teach wellstructured lessons
Wednesday 6th Jan
Time
Staff
Topic
General
Teachers’ standards
LZ1
8.50-10.30
Pv
The teenage brain
How can this help your
teaching
TS5
Adapt teaching to respond to
the strengths and needs of all
pupils
LZ2
J Craig
Key Stage 5
A teacher’s change in role at Key
stage 5, teaching styles,
Donna Moore/ Kirsty Lake
28
Bodmin College
Plymouth University
11.00-1.10
Key Stage 5 Data
LZ3
1.50-3.30
Free time Personal working
time
professional conduct. Guiding
students towards a future beyond
sixth form
Use to complete task
Reading List
Research articles on the teenage brain
http://www.technologystudent.com/
Theory Task
Designers and decades
Design Task
Prototyping /modelling for GCSE project
Set Tasks
Write an overview for a Key Stage 3 scheme of
work
Machine training
Donna Moore/ Kirsty Lake
Evidence
Produce a power point for yr 11and a design
task
Due in 12th Jan
Evidence
A3 sheets
Due in 12th Jan
Evidence
Key stage 3 scheme of work
Document task in appropriate manor
Due in 12th Jan
29
Bodmin College
Plymouth University
Week Beginning Monday 11th Jan
Tuesday 12th Jan
Time
Staff
Topic
General
Teachers’ standards
LZ1
8.50-10.30
Me
How we support gifted and talented
students within design and technology
TS1
Set high expectations which
inspire, motivate and
challenge pupils
LZ2
11.00-1.10
Dm/JSmith
Gifted and
Talented in
Technology
Gifted and
talented
Raising aspiration
The task:
can you answer:
• What are ‘Russell Group’ universities?
• What are ‘Facilitating subjects’?
• What proportion of the town of
Bodmin have had higher education? 1.
What do we mean by G and T?
2. The role of the subject teacher
3. The role of the G and T coordinator
4. KS3,KS4,KS5
5. Parents
6. External agencies
7. Alumni
8. Why is Bodmin’s offer so special?
TS1
Set high expectations
which inspire, motivate and
challenge pupils
Donna Moore/ Kirsty Lake
30
Bodmin College
LZ3
1.50-3.30
Free time
Plymouth University
Personal working
time
Time used to complete
set tasks
Wednesday 13th Jan
Time
Staff
Topic
General
Teachers’ standards
LZ1
8.50-10.30
LZ2
11.00-1.10
J Wright
Unions
IL
PO6:Numeracy
Numeracy is an important part
of D&T, how and when it is
used? How can we improve
numeracy skills through our
subject?
TS3
Demonstrate good subject
and curriculum knowledge
LZ3
1.50-3.30
Jj
PO6:literacy
TS 3.3demonstrate an
understanding of and take
responsibility for promoting
high standards of literacy,
articulacy and the correct use of
standard English, whatever the
teacher’s specialist subject
TS3
Demonstrate good subject
and curriculum knowledge
Reading List
Gifted and talented article
https://www.gov.uk/government/publications/removing-barriers-to-literacy
http://whatslanguagedoinghere.wordpress.com/
Theory Task
Modelling/prototyping
Design Task
Manufacturing for GCSE project
Set Tasks
How would you stretch gifted and talented
students within your own Key stage 3 scheme of
work
Donna Moore/ Kirsty Lake
Evidence
Lesson plan for practical based lesson
Due in 19th Jan
Evidence
A3 sheets for this section
Due in 26th Jan
Evidence
Gifted and talented extension to an existing
scheme of work
Due in 19th Jan
31
Bodmin College
Plymouth University
Week Beginning Monday 18thJan
Tuesday 19th Jan
Time
Staff
Topic
Donna Moore/ Kirsty Lake
General
Teachers’ standards
32
Bodmin College
Plymouth University
LZ1
8.50-10.30
Me
The tricky bits
Focus on how to help students
with the bits they find the most
challenging.
Strategies and discussions
LZ2
11.00-1.10
LZ3
1.50-3.30
Kml
The tricky bits
Session continued
PV
Observation
TS8 Fulfill wider professional
responsibilities
Wednesday 20th Jan
Time
Staff
Topic
General
Teachers ‘standards
LZ1
8.50-10.30
Assessor
DATA
Accreditation
TS3
Demonstrate good subject and
curriculum knowledge
LZ2
11.00-1.10
Assessor
Kml
DATA
Accreditation
LZ3
1.50-3.30
Assessor
DATA
Accreditation
Safety standards
training and
assessment
Safety standards
training and
assessment
Safety standards
training and
assessment
Reading List
Research result analysis http://www.aqa.org.uk/
Theory Task
Manufacturing and processes
Design Task
Manufacturing for GCSE coursework
Set Tasks
Evidence
Revision booklet
Due in 26th Jan
Evidence
A3 sheets for this section
Due in 26th Jan
Evidence
Due in 26th Jan
Notes on Observed lesson
Donna Moore/ Kirsty Lake
33
Bodmin College
Plymouth University
Week Beginning Monday 25th Jan
Tuesday 26thJan
Time
Staff
Topic
General
LZ1
8.50-10.30
me
Personal choice
LZ2
11.00-1.10
To be
arranged to
meet
students’
needs
To be
arranged to
meet
students’
needs
Personal choice
Focus to be discussed to allow
students to gain a wider knowledge
and experience in an area they feel
less confident in.
Focus to be discussed to allow
students to gain a wider knowledge
and experience in an area they feel
less confident in.
LZ3
1.50-3.30
Personal choice
Teachers’ standards
Focus to be discussed to allow
students to gain a wider knowledge
and experience in an area they feel
less confident in.
Wednesday 27th Jan
Time
Staff
Topic
LZ1
8.50-10.30
To be
arranged to
meet
students’
needs
To be
arranged to
meet
students’
needs
To be
arranged to
meet
students’
needs
Personal choice
Focus to be discussed to allow
students to gain a wider knowledge
and experience in an area they feel
less confident in.
Personal choice
Focus to be discussed to allow
students to gain a wider knowledge
and experience in an area they feel
less confident in.
Personal choice
Focus to be discussed to allow
students to gain a wider knowledge
and experience in an area they feel
less confident in.
LZ2
11.00-1.10
LZ3
1.50-3.30
General
Teachers’ standards
Reading List
http://www.teachers-direct.co.uk/resources/quiz-busters/subjects/ks4/design-andtechnology.aspx
Theory Task
Donna Moore/ Kirsty Lake
Evidence
34
Bodmin College
The role of the designer subject specific
Design Task
Plymouth University
Interactive worksheets for Key stage 4
Due in 16th Feb
Testing and evaluating for GCSE project
Evidence
A3 sheets
Due in 16th Feb final submission 16th March
Set tasks
Subject specific information from personal choice
Evidence
Relevant work in 16th Feb
Theory Based tasks:
Each week during your time at Bodmin College you will have a theorical
focus. This has been specifically chosen based on the course content for the
AQA GCSE, the framework will remain the same for all three of the main
specialisms, yet the specific materials, techniques and processes can be
refined to focus on the specialism that you wish to focus on.
The details of the specific required task for each week can be found on the
weekly overview, with the outcomes you generate should be discussed with
tutors on a weekly basis, and recorded in a folder to be submitted at the
end of the course. These tasks have been designed not only to enhance you
knowledge of the GCSE syllabus but enable you to build a bank of resources
that you can use within your placements and further on into your career.
Deadline: Weekly deadlines for resources stated on weekly plan.
Coursework Based tasks:
To compliment your teaching and learning training a coursework project
should be undertaken by all trainees. This coursework project will once
again focus on the area of design technology that you wish to specialise in.
You will be provided with a section of GCSE briefs, and during your time at
the college you must work through the projects focusing on the
requirements stated within the AQA mark schemes. The project will allow
you to gain a better understanding of the challenges and requirements for
your future students, and so will have a direct impact on the quality of your
teaching. Each page should be presented in the same manor as a GCSE
coursework task (A3 design sheet) and should be submitted with an
accompanying final product constructed using the tools and materials
available to students within the college.
Deadline: Interim feedback provided regularly by tutors.
Final submission: 16th February
Donna Moore/ Kirsty Lake
35
Bodmin College
Plymouth University
Assignment Brief - 100% Coursework
Teaching and Learning - Assessment Brief
For this module the assessment is based on the observation of an
experienced teacher in your own subject area. You will be asked to carry
out some observed lessons on an experienced teacher(s) in the first few
weeks of your Practical Teaching 1 module. You will make notes on the
Focused Lesson Observation Form and have the opportunity to discuss the
lessons with the teachers, your Subject Mentor and your Subject Pathway
Leader.
The assignment for this module is a 1500 word report and lesson plan. You
need to analyse one of the lessons that you observe. You do not need to
analyse all the components of this lesson. You will be asked to focus
on/given a choice of foci, by your pathway leader. Please note the
following:
1. You need to analyse the component parts and explain the educational
concepts that underpin what you observe. In doing this you need to
link your explanation to your reading and understanding of the
teaching and learning concepts (wider and subject specific) from the
module.
2. In your report you also need to explain why the topic of the lesson is
a part of the curriculum. You will need to contextualise the topic as
part of a series of lessons, explaining what other topics would come
before and after and why the topic is important for progression in
your subject.
3. You will need to design your own lesson plan to cover the objectives
of the observed lesson. This should be on the standard programme
lesson plan proforma. You should include the lesson plan and focused
observation form in your report as appendices and make reference to
them when explaining how you would teach the learning objectives.
Donna Moore/ Kirsty Lake
36
Bodmin College
Plymouth University
4. Your report should be structured in a logical way with clear sections
and appropriate headings. Your report should also have a contents
page at the start and a list of references at the end. Your referencing
should follow the Harvard system.
Donna Moore/ Kirsty Lake
37
Bodmin College
Plymouth University
Submission requirements & Assignment checklist
Submission deadline: 3pm Tuesday 15th December 2015 on the EPGS615
Moodle site. We recommend that you submit your work before or at the
start of the day and do not leave last minute adjustments etc., until the day
of the deadline.
Please complete this checklist before submitting.
I have:
Carefully read the Assessment sheet
(following 2 pages).
Proof read my 1500 word report.
Included a contents page.
Suitably structured the report into clear
sections with headings.
Used Harvard referencing
Included my lesson plan.
Included my completed observation
form, as an appendix.
Donna Moore/ Kirsty Lake
38
Bodmin College
Plymouth University
PGCE Secondary Programme
Teaching and Learning - Assessment Sheet
Trainee Name:
Trainee Reference Number:
Subject Pathway:
First Marker:
Date:
First Marker ‘s Signature:
Level 6 Module Outcome: [Provisional until confirmed at
PASS  FAIL 
Assessment Board]
Application of sufficient educational conceptual knowledge to the
analysis of observed classroom practice, learners and teachers
Trainee has analysed an observed lesson in their own subject area and is
able to relate aspects of the lesson to theories of teaching and learning
(including Subject Specific).
First Marker’s Comments:
Application of sufficiently robust specialist subject knowledge to their
own observations, planning and presented work in faculty sessions and
serial school practice
Trainee has explained why the topic of the observed lesson is part of the
curriculum and how the lesson will form part of a series of lessons.
First Marker’s Comments:
Donna Moore/ Kirsty Lake
39
Bodmin College
Plymouth University
Sufficiently wide use of educational knowledge of recognised good
practice and ethics to demonstrate independent thinking, initiative and
adaptation to ‘live’ classroom situations
Trainee has explained how they have applied their knowledge of good
practice to construct a lesson plan for the topic of the observed lesson with
all the necessary components.
First Marker’s Comments:
Independently structuring and communicating educational ideas, flexibly
handling subject knowledge within individual and collaborative tasks
The overall presentation of assignment is logical and the ideas in the
assignment are communicated effectively. The standard of written English is
acceptable and the referencing follows to Harvard system.
First Marker’s Comments:
Second Marker’s Comments (if applicable)
Name:
Donna Moore/ Kirsty Lake
Date:
40
Bodmin College
Plymouth University
The Teachers’ Standards
The course focuses on the Teachers’ Standards which are set by the
government nationally for all teachers. During your professional career and
development your performance will be measured against these standards.
They are divided into two key areas:
Part 1: Teaching
Part 2: Personal and professional conduct
https://www.education.gov.uk/publications/eOrderingDownload/
teachersstandards.pdf As a trainee you will be asses against the teacher standards, these are
nationally recognized and your performance will be measured against this.
Donna Moore/ Kirsty Lake
41
Bodmin College
Plymouth University
Teachers’ Standards
PREAMBLE
Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers
act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive
professional relationships; and work with parents in the best interests of their pupils.
PART ONE: TEACHING
6
know and understand how to assess the relevant subject and
curriculum areas, including statutory assessment requirements
make use of formative and summative assessment to secure pupils’
progress
use relevant data to monitor progress, set targets, and plan
subsequent lessons
give pupils regular feedback, both orally and through accurate
marking, and encourage pupils to respond to the feedback.
A teacher must:
1
Set high expectations which inspire, motivate and challenge pupils
establish a safe and stimulating environment for pupils, rooted in
mutual respect
set goals that stretch and challenge pupils of all backgrounds, abilities
and dispositions
demonstrate consistently the positive attitudes, values and behaviour
which are expected of pupils.
2
7
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
have a secure knowledge of the relevant subject(s) and curriculum
areas, foster and maintain pupils’ interest in the subject, and address
misunderstandings
demonstrate a critical understanding of developments in the subject
and curriculum areas, and promote the value of scholarship
demonstrate an understanding of and take responsibility for
promoting high standards of literacy, articulacy and the correct use of
standard English, whatever the teacher’s specialist subject
if teaching early reading, demonstrate a clear understanding of
systematic synthetic phonics
if teaching early mathematics, demonstrate a clear understanding of
appropriate teaching strategies.
4
Plan and teach well structured lessons
impart knowledge and develop understanding through effective use
of lesson time
promote a love of learning and children’s intellectual curiosity
set homework and plan other out-of-class activities to consolidate
and extend the knowledge and understanding pupils have acquired
reflect systematically on the effectiveness of lessons and approaches
to teaching
contribute to the design and provision of an engaging curriculum
within the relevant subject area(s).
5
Adapt teaching to respond to the strengths and needs of all pupils
know when and how to differentiate appropriately, using approaches
which enable pupils to be taught effectively
have a secure understanding of how a range of factors can inhibit
pupils’ ability to learn, and how best to overcome these
demonstrate an awareness of the physical, social and intellectual
development of children, and know how to adapt teaching to support
pupils’ education at different stages of development
have a clear understanding of the needs of all pupils, including those
with special educational needs; those of high ability; those with
English as an additional language; those with disabilities; and be able
to use and evaluate distinctive teaching approaches to engage and
support them.
Manage behaviour effectively to ensure a good and safe learning
environment
have clear rules and routines for behaviour in classrooms, and take
responsibility for promoting good and courteous behaviour both in
classrooms and around the school, in accordance with the school’s
behaviour policy
have high expectations of behaviour, and establish a framework for
discipline with a range of strategies, using praise, sanctions and
rewards consistently and fairly
manage classes effectively, using approaches which are appropriate
to pupils’ needs in order to involve and motivate them
maintain good relationships with pupils, exercise appropriate
authority, and act decisively when necessary.
be accountable for pupils’ attainment, progress and outcomes
be aware of pupils’ capabilities and their prior knowledge, and plan
teaching to build on these
guide pupils to reflect on the progress they have made and their
emerging needs
demonstrate knowledge and understanding of how pupils learn and
how this impacts on teaching
encourage pupils to take a responsible and conscientious attitude to
their own work and study.
3
Make accurate and productive use of assessment
8
Fulfil wider professional responsibilities
make a positive contribution to the wider life and ethos of the school
develop effective professional relationships with colleagues, knowing
how and when to draw on advice and specialist support
deploy support staff effectively
take responsibility for improving teaching through appropriate
professional development, responding to advice and feedback from
colleagues
communicate effectively with parents with regard to pupils’
achievements and well-being.
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT
A teacher is expected to demonstrate consistently high standards of
personal and professional conduct. The following statements define the
behaviour and attitudes which set the required standard for conduct
throughout a teacher’s career.
Teachers uphold public trust in the profession and maintain high
standards of ethics and behaviour, within and outside school, by:
o treating pupils with dignity, building relationships rooted in mutual
respect, and at all times observing proper boundaries appropriate
to a teacher’s professional position
o having regard for the need to safeguard pupils’ well-being, in
accordance with statutory provisions
o showing tolerance of and respect for the rights of others
o not undermining fundamental British values, including democracy,
the rule of law, individual liberty and mutual respect, and tolerance
of those with different faiths and beliefs
o ensuring that personal beliefs are not expressed in ways which
exploit pupils’ vulnerability or might lead them to break the law.
Teachers must have proper and professional regard for the ethos,
policies and practices of the school in which they teach, and maintain
high standards in their own attendance and punctuality.
Teachers must have an understanding of, and always act within, the
statutory frameworks which set out their professional duties and
responsibilities.
The Teachers’ Standards can be found on the GOV.UK website: https://www.gov.uk/government/publications/teachers-standards
Donna Moore/ Kirsty Lake
42
Bodmin College
Plymouth University
Textile Design: Subject Audit
I can draft and adapt more
advanced/complex flat
patterns and use
appropriate modelling
techniques, i.e. drafting,
scale blocks, grading,
fitting;
I understand how models
and patterns are drafted in
industry;
I can create complex,
appropriately reinforced
3D structures;
I can show an
understanding of creating
fabrics (e.g. use of knitting
machine);
I can construct toiles;
I can show a wider range
of the use of ICT software
and hardware for
exploring shape, pattern
and colourways;
I show an understanding of
industrial uses of
information technology in
producing fibres, yarns and
fabrics;
I can use CAD/CAM to
assist the designing and
making of more advanced
products (e.g.
computerised knitting,
plotting, computerised
embroidering and plotting)
to design and make
products;
I can use fashion illustration
techniques and technical
fashion drawing
conventions as used in
industry;
Donna Moore/ Kirsty Lake
43
Degree
Level
Conclusion of course
No
Knowle
KS3
Level
KS4
Level
KS5 Level
Degree Level
KS4
Level
KS5 Level
KS3 Level
End of first Placement
No Knowledge
Degree Level
KS5 Level
KS4 Level
KS3 Level
No Knowledge
Pre Course Audit
Bodmin College
Plymouth University
I demonstrate a high level
of skill in the production of
commercial display
techniques, (e.g. mood
boards, story boards);
I can produce pattern
layouts for different fabric
widths.
I can demonstrate a more
advanced application of
appropriate techniques for
adding colour, pattern and
texture finishes (e.g.
dyeing, printing including
ICT, puff binder,
embroidering, devore);
I am aware of and have an
understanding of industry based fabric structure
tests;
I can show an
understanding of industrial
processes (e.g.
overlocking, flatfelling);
I can show understanding
of more complex shaping
processes (e.g. fully
fashioning);
I can show awareness of
industrial testing
processes, industry
standards and tolerances;
I can apply a range of
fastenings;
I can use more complex
techniques as appropriate;
I can use more complex
reinforcing techniques;
I can make a range of edge
finishes (e.g. fully
fashioning);
I can use a wide range of
cutting tools where
appropriate (e.g. knives
and rotary cutters);
I can demonstrate safe,
advanced/creative use of
machine technology, i.e.
free machine technology,
dedicated embroidery
machines , buttonholing.
Donna Moore/ Kirsty Lake
44
Bodmin College
Plymouth University
I can show greater
understanding of industrial
production of fibres, yarns,
fabrics;
I can show greater
understanding of exploiting
properties to create desired
effects
I can show an
understanding of industrial
processes and
technological fabrics and
finishing fabrics including
use of advances in
CAD/CAM;
I have a wide knowledge
and understanding of the
properties of, and use of,
modern and 'smart'
industry based textiles;
I can show understanding
of industrial production
processes (e.g. quality
control and assurance,
costing, couture/custom
made, batch, and mass
production;)
I can show understanding
of industrial production
processes (e.g. quality
control and assurance,
costing, couture/custom
made, batch, and mass
production;)
I have used individual
design work in combination
with input, process and
output in mechanical,
electrical and electronic
textiles equipment
including CAD/CAM.
Donna Moore/ Kirsty Lake
45
Bodmin College
Plymouth University
Product Design: Subject Audit
I can accurately sketch
construction details, using,
where appropriate,
recognised conventions
which show how a wide
range of materials might be
used to make artefacts;
I understand how more
complex models can be
used to test a technological
principle (e.g. using
commercial kits or
components to test a
mechanical movement
using cams or linkages);
I can use fundamental
computer solid modelling
techniques i.e. lofting
and sweeping to
manufacture from 3D
toolpaths (e.g.
curvilinear shapes);
I can create complex
assemblies of computer
generated solid models to
confirm the accurate
interaction of separate
components (e.g. a cam
system showing rotary to
linear motion);
I can generate detailed
working drawings using
CAD, including assembly,
parts and sectional views;
I can undertake
spreadsheet analysis for
costings and simulation of
batch production;
I can investigate,
disassemble and evaluate a
range of products made
from resistant materials
including modern materials
and smart materials;
Donna Moore/ Kirsty Lake
46
Degree
Level
Conclusion of course
No
Knowle
dge
KS3
Level
KS4
Level
KS5 Level
Degree Level
KS4
Level
KS5 Level
KS3 Level
End of first Placement
No Knowledge
Degree Level
KS5 Level
KS4 Level
KS3 Level
No Knowledge
Pre Course Audit
Bodmin College
Plymouth University
I can analyse and
investigate the advanced
manufacturing industrial
technologies used to make
modern mass produced
consumer products;
I can analyse and
investigate the visual and
other sensory principles
when analysing artefacts
(e.g. balance, harmony,
proportion);
I can recognise the
importance of new
technologies, innovations
and inventions in the
design of consumer
products;
I can consider a range of
products and evaluate
their impact on the
environment;
I can analyse the social
consequences of
automated massproduction systems (e.g.
robotic assembly
lines);
I can consider how the
psychological aspects of
ergonomics can influence
the design of products
(e.g. colour, shape and
semiotics can be used to
convey meaning in
products).
I understand the
properties and working
characteristics of a range
of resistant materials
including smart materials
such as thermochromic
film and EL panel;
I can accurately measure
and mark out considering
appropriate tolerances
when using both precision
hand tools and machines,
during the manipulation of
a wide range of resistant
materials (e.g. vernier
calipers, micrometer);
Donna Moore/ Kirsty Lake
47
Bodmin College
Plymouth University
I can accurately cut and
waste, by using machines
(e.g. centre lathe, vertical
and horizontal milling),
wood, metal, plastics to
efficiently achieve
precision fit and quality
finish;
I can accurately deform,
form and fabricate using
appropriate methods with
a range of materials using
complex equipment (e.g.
spot welder, vacuum
bagging and metal casting)
and machine tools (e.g.
box folder and jigs);
I can effectively join a
range of materials using
advanced techniques,
complex equipment and
appropriate machine (e.g.
spot welder, complex
knock-down fittings);
I have used CADCAM to aid
manufacturing (e.g.
making jigs for routering,
standardised components,
mould making for casting
or vacuum forming); to
achieve appropriate and
repeatable quality,
ensuring fit (e.g.
interference fit), finish
and reliable function;
I can consider visual and
other sensory principles
when using materials to
meet design requirements
(e.g. balance, harmony,
proportion);
I can recognise that
systems and control can be
integrated with a range of
materials to design and
make artefacts (e.g. EL
panel and textiles,
mechanisms and
electronics
(mechatronics)).
Donna Moore/ Kirsty Lake
48
Bodmin College
Plymouth University
I can consider and analyse
the physical, chemical and
working properties at a
micro level of a wider
range of woods, metals
and plastics (including
modern and smart
materials), and how the
micro arrangement of
particles and fibres in the
material influence macro
properties;
I understand, at a micro
level, how materials can
be combined and
processed to create useful
properties (e.g. the
principle of composite
materials);
I understand how
materials are combined
together in a structural
way to resist forces (e.g.
carbon fibres, Kevlar, and
aluminium honeycomb).
Donna Moore/ Kirsty Lake
49
Bodmin College
Plymouth University
Useful Web Sites
The list below is not exhaustive and you are advised to add to it constantly
as you become aware of additional internet sources.
3D Site http://www.3dsite.com/3dsite/
Basic Skills Agency http://www.basic-skills.co.uk/
BBC Bitesize technology GCSE Revision
http://www.bbc.co.uk/education/revision/design and
technology/index.shtml
BECTA:
British Design Initiative
British Education on the Internet
British
Standards
British Standards Institute
CAD in Schools
Design Council
Design
Museum
Design and Technology Association:
Design and Technology
Online
Department for Education and Skills
DfES Schemes of Work (Incl. KS3
D&T and KS3 IT)
http://www.standards.dfes.gov.uk/schemes/
Education Business
Partnership http://www.we-bs.org.uk Food Technology
http://www.foodtech.org.uk/GCSE
Technology help and ideas
http://www.members.tripod.co.uk/SNAKE?page2.html Green Net
http://www.gn.apc.orq/
How Stuff Works http://www.howstuffworks.com/
http//www.becta.org.uk/ http://britishdesign.co.uk
http://www.bized.ac.uk http://www.bsi-global.com
http://www.bsieducsation.org http://cadinschools.org
http://www.design-council.org.uk http://www.designmuseum.org
http://www.data.org.uk/ http://www.dtonline.org
http://www.dfes.gov.uk
SCITT DT Handbook.doc2013
54
International Conference of Design and Technology Education Research &
Curriculum Development
http://www.iboro.ac.ukdepartments/cd/docs/dandt/idater/index.ht ml
International Technology Education Association http:/twww.iteawww.orq/
Journal of Technology Education
http://scholar.lib.vt.edu/ejournals/JTE/jte.html
Marconi
Donna Moore/ Kirsty Lake
50
Bodmin College
Plymouth University
http://www.marconiect.org National Association for Advisors and Inspectors
of D & T
http://www.naaidt.org.uk
Nuffield Design and Technology
http://wwwnuffieldfoundation.org/curriculum/projects/pro0000909.h tml
National Curriculum
OFSTED
Qualifications and Curriculum Authority
Sustainable Technology Education Project
http://www.qcda.gov.uk http://www.ofsted.gov.uk
http://www.qca.org.uk/ http://www.stepin.org
Technology Education Index
http://www.technologyindex.com/education/
Technology Enhancement
Programme http://www.tep.orq.uk/
Technology Insight
http://www.technology.orq.uk/
Theories of Learning
Times Education Supplement
Values in D&T Education
http://www.data.org.uk/values/index.htm
http://www.gwu.edu/~tip/theories.html http://www.tes.co.uk
Virtual Teachers Centre Young Engineers
http://www.vtc.ngfl.gov.uk/ http://www.youngeng.org/
www.setnet.org.uk/setpoint.index.html
SETPOINT
Sustainable Technology Education Project www.stepin.org
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