Yesterday, today and
tomorrow
Mike Ive OBE
Former HMI and Subject Adviser
Design and Technology
NAAIDT Conference, April 2003
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Yesterday, today and
tomorrow
Mike Ive
‘Yesterday’s man’
NAAIDT Conference, April 2003
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Yesterday, today and
tomorrow
Mike Ive
‘Old Has-been’
NAAIDT Conference, April 2003
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Publications
ICT - web for subject section
 ‘Good Assessment’ - web for subject
section
 ‘Good Teaching, Effective Depts’ - D&T
subject section
 ‘Teaching designing’ - conf CD - March ‘02
 ‘ICT in D&T’ - conf CD - Jan ‘03
 D&T Summary of year - CD and web
 ‘D&T at a glance’ - stats summary

NAAIDT Conference, April 2003
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Yesterday 
D&T appeared in 1969 - London GCE
– 3 activities were there then - but the material
range has expanded
‘Voc’ GCSEs have come, gone - and come
 It did not all start with the National
Curriculum!
 ‘Stand firm on what we have achieved’ but ‘push forward to what lies ahead’

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Today - issues
GCSE assessment - QCA project in hand
 Boys’ underachievement

– Why the variation between schools and LEAs?

A-level fall in A2 entry
– reduction of ‘broadening’ activity eg EES
Urgent need for CPD - cf NSW - 5 days for
voc courses
 NOT ‘hit and run’ CPD

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APS
Art
Eng Lit
IT
Eng Lang
German
History
Geography
Science
PE
Business
RE
Spanish
French
D&T
Maths
Music
1994.00 1997.00 2001.00 Entry/cohort Diff '94-7 Diff '97-'01 Diff '94-01
4.41
4.58
4.17
4.44
4.43
4.21
4.17
4.23
4.04
4.11
4.21
4.00
4.07
3.72
3.88
4.71
4.70
4.60
4.50
4.40
4.40
4.40
4.40
4.30
4.30
4.20
4.20
4.10
4.10
4.10
3.90
4.90
4.85
4.75
4.45
4.63
4.52
4.65
4.61
4.38
4.67
4.32
4.49
4.40
4.27
4.35
4.20
5.04
30.50
4.40
16.40
94.00
22.20
31.90
36.60
81.50
17.70
16.30
16.60
7.10
53.10
74.80
95.10
6.90
0.29
0.02
0.33
-0.04
-0.03
0.19
0.23
0.07
0.26
0.09
-0.01
0.10
0.03
0.38
0.02
0.19
0.15
0.15
-0.05
0.23
0.12
0.25
0.21
0.08
0.37
0.12
0.29
0.30
0.17
0.25
0.30
0.14
NAAIDT Conference, April 2003
0.44
0.17
0.28
0.19
0.09
0.44
0.44
0.15
0.63
0.21
0.28
0.40
0.20
0.63
0.32
0.33
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Today - issues
Primary - reduction in time - mainly posttest in Y6!
 Little CPD this year
 Concentration on the core experience to
the exclusion of other crucial
 Subject knowledge and expectations are
particularly low

NAAIDT Conference, April 2003
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Group Sizes - still too big!
2001 {00} [99] (97) [96]




KS1
KS2
- 2500 lessons/phase
51%{58}[58](62)[55] 25+, 2%{12}[18](22)[20] 30+
72%{76}[77](72)[65] 25+, 20%{32}[37](32)[26] 30+
KS3 49%{49}[53](43)[35] 20+, 6%{6}[5](5)[4] 25+, 0.3%{0.5} 31+
KS4 33%{34}[32](30)[26] 20+, 3%{4}[3](4)[4] 25+, 0.3%{0.5} 31+
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Today - Key Stage 3
Curriculum
 “The work in Year 9 is very similar to that in
Year 7.” Progression
 “Does not meet needs of most and least
able” Differentiation
 “Not using all the 3 strategies, especially
product analysis, or teamwork well” Narrow
 Unadventurous - content AND approach
 Boring?
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Key Stage 3 Strategy

Foundation subjects
– Audit
– Action Planning
– 14 modules available
– 3 part lesson
– D&T strand from September
Make it subject specific!
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KS3 Strategy
‘You can run but you can’t hide!’
A great opportunity if taken
alongside looking again at ‘content’
 DATA involvement - fearsome timescale

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Good D&T - Curriculum

Builds on KS2

Set realistic goals and deadlines (not attempt too much)
Match National Curriculum and examination requirements

Rotational courses build on previous modules

Each D&T field offers its own strengths eg food - speed of
design/make/test/evaluate cycle

Plan to avoid bottlenecks eg 1+ projects simultaneously

EO aware - tasks that appeal to boys and girls, SEN, G&T

Using ICT, match pupils' interests, relevance, industry
Keith Wheeldon HMI
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Good D&T - Teaching

Lesson objectives - learning outcomes NOT activities

Interesting and exciting starting points

Designing need not be on paper
– Empirical designing - make and test
– Intuitive designing - get on and make it, refine as you go

Analyse other products

Modeling using - drawing and sketching, talking and discussing,
materials, kits, ICT, CAD/CAM
Keith Wheeldon HMI
NAAIDT Conference, April 2003
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Good D&T - Teaching

Teachers(or technicians, or older pupils) check Internet &
library to direct pupils to specific sites & publications

Teachers know pupils’ progress, what they need to do next

Analyse and break down skills step-by-step, inc designing

Use evaluation to develop understanding & for assessment

Ensure choice & access to resources help lead to success

Content perceived by pupils as highly relevant

Encourage risk taking & accept they do not know it all

Develops tenacity so there is never an idle moment
Keith Wheeldon HMI
NAAIDT Conference, April 2003
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Use of new technology
D&T - top of the list!
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CADCAM
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CADCAM
CAD - Still - Need genuine
improvement in designing - not just
the appearance of design capability
as seen in impressive drawings
 CAM - Going beyond profiling and
the ‘easy bits’ in textiles - the
process is dominating the form

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Hardware
Computer Systems that meet the needs
 Graphics needs powerful machines, not
cast-offs from computer suites
 The constraints of ‘desktop’ systems
versus the freedom of wireless laptops

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Hardware
The constraints of ‘desktop’ systems
versus the freedom of wireless laptops
 ‘Chained libraries’ are out-of-date!
 Take the computers to the pupils
rather than the pupils
to the computers!
What do you think?

NAAIDT Conference, April 2003
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Update …… or we die - as a
subject and a country!
Our D&T curriculum must be up-to-date
 Use new materials, components and
processes
 Develop cross-focus areas
 Use ICT as a tool and a component  - but mesh with other aspects of D&T

NAAIDT Conference, April 2003
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ECT, control concepts
Ignored by many - 9% entry at GCSE
 What should we do?
 Control - have we got it right?

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ECT, control concepts
We have
- the resources,
- the curriculum materials and
- the training programmes
- but insufficient funding
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Green Paper 14-19
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Tomorrow - issues: 14-19
KS4 - mandatory status & disapplication
 KS3 Strategy - D&T strand - DATA
involvement - urgent need to enliven contraction of range of activity whatever happened to ‘egg races’?
 Future of GCSE - modular?
 A vocation strand/units - greater
involvement of industry
 What about D&T in FE?

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The days of mandatory D&T
5-16 are over!
Disapplication still the route
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Issues
Specialist Schools - inc Engineering
 Double GCSE in vocational subjects inc Engineering and Manufacturing
- Where is the ‘vocational dimension?’
 Stimulating environment
 Lots of opportunities

NAAIDT Conference, April 2003
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Issues
Assessment & planning disconnected
 Assessment must fit learning objectives write the LDs as task specific statements
 If rotational - deliberately make tougher
and build on earlier experience
 Start selling the subject again
 Do the activities have ‘street cred’?

NAAIDT Conference, April 2003
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Issues

Leadership and Management weaker than other subjects
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Good D&T - Leading & managing

Philosophy shared by all

Teachers recognise and exploit one another's strengths

Meetings that focus on teaching & learning, not admin

Clear job requirements

Training to benefit department and individual

Good use made of technician support in all fields of D&T

Adequate funding
Keith Wheeldon HMI
NAAIDT Conference, April 2003
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Issues
Staff shortage
 Most teachers now come via PGCE problems with depth/breadth of subject
knowledge - need for ongoing CPD

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A*-C Resistant Materials 2001
A*-C Food Technology:2001
80
80.00
70
70.00
60
60.00
50
Boys
50.00
Boys
40
Girls
40.00
Girls
30
All
30.00
All
20
20.00
10
10.00
0
0.00
A
B
C
D
A
B
C
D
A*-C Textiles Technology 2001
A*-C Graphic Products: 2001
70.00
80
60.00
70
60
50.00
40.00
30.00
Boys
50
Boys
Girls
40
Girls
All
30
All
20.00
20
10.00
10
0.00
0
A
B
C
D
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B
C
D
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Other issues
Accommodation
- good examples
- ‘Guide’ rewrite on the web
- PFI
- more examples please!
 Staffing
- dire - your ideas please!

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Good D&T - accommodation

Initial impressions set the tone and ethos

Eye-catching displays to inspire & celebrate success

Attractive, orderly environment reflecting the subject

Resources accessible & easy to check, often colour-coded

Space for practical work, drawing, research and writing

Place for folders, coats, products, etc

Health & Safety eg dust/ food/textiles/electronics
Keith Wheeldon HMI
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The future
“To ensure that future is well planned, I am
setting up a Design and Technology
strategy group, bringing together key
people to advise on how we can continue to
bring new technology into schools. We will
involve teachers and the wider D&T
community as we go along, because without
your support and commitment, we shall not
progress.”
Michael Wills, Minister of State, March 2001
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D&T strategy group
To advise DfES Ministers on developments in
D&T, including the introduction of new
technology, and to make recommendations of
workable proposals, both in the short term and
long term on how the subject might contribute
to key DfES initiatives as outlined in the White
Paper.
Once a term until Dec 2002
Interim recommendations in Summer 2002
Final recommendations in March 2003.
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Strategy Group Report
Research literature survey
 Specification for CAM
 R&D in assessment - mismatch between
objectives and methods
 Develop training - Foundation Stage
teachers

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Strategy Group
Draft Recommendations
D&T entitlement at KS4 - Curr Dev to
fit in with 14-19 developments
 Modernising of the D&T curriculum
 Support for design and enhancement
of the D&T accommodation
 Development of teacher education
 Systematic research be funded
 Investigate funding streams

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Tomorrow - Subject
Specialism
SoS to SHA
 ‘passion for their subject’
 ‘keep up-to-date’
 place of support staff
 support from - QCA, subject assoc, spec
schools, advisers, ASTs, SS Trust, HEI
 multi-media resources
 centres of excellence?
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Memories!
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So where do we go from here?
The future …. yours and mine
….
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.. is what we want to make it!
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