SFE by HC111213182926


One day sessions, initial leaflet text                                        David Perry

How to build industrial understanding from KS3 to Advanced
level, in resistant materials and across Design and Technology
An intensive one-day course for teachers across the spectrum of Design and Technology in
secondary schools.

The day will give those attending greater understanding of the developments in industrial
manufacturing from before the industrial revolution to the advanced technological changes
currently taking place. It will also provide materials to support teachers in taking these ideas
back into school, with activities for use with pupils.

The course is supported by a specially produced handbook, containing activities to support
the development of co-ordinated changes across a department, guidance on product
evaluation and focused practical tasks to incorporate in units of work.

Dates, venues . . . .

This course will explain

   the relationship between craft and industrial practices
   the evolution of mass production and the radical changes happening now
   the demands of examination syllabuses and how these are increasing
   how to build progression in industrial understanding with common approaches across all
    D&T focus areas
   how develop industrial understanding through the investigation, evaluation and
    disassembly of products
   how to incorporate industrial practices in common D&T resistant materials and other
    projects at KS3, KS4 and post-16

All course members will receive a handbook containing:

   background notes to refer to in building their own understanding of contemporary
   guidance materials to share with colleagues to build departmental strategies toward
    improved industrial understanding
   an audit sheet for examining differences in vocabulary across focus areas
   a glossary of industrial manufacturing vocabulary
   activities for pupils of various ages
   guidance on industrial visits including: identifying venues; establishing contacts;
    preparation and follow-up activities for pupils
   sample units of work including focused practical tasks to complement designing and
    making assignments
   sources for industrial case studies
   guidance on the use of the world wide web for industrial insights

9.30   Coffee and registration

10.00 Building your understanding

   From craft through mass production to flexible manufacturing technology
    craft production serving the community
    one-offs (boardroom tables and oil rigs)
    batch production (systematising craft approaches)
    high volume (automated processes
    availability and prices - quality of life depends on volume production

11.00 Morning coffee and biscuits

11.15 Practical session: teachers’ and pupils’ activities

    interpreting products and their production techniques (product investigation,
     evaluation, and disassembly)
    how design decisions must influence and reflect manufacturing methods
    the place of visits, real and virtual (videos and the world wide web)

12.30 Lunch

13.30 National curriculum and syllabus requirements

       National Curriculum requirements
       GCSE syllabuses
       Developments in GCSE syllabuses (including Vocational)
       Developments in GCE A level syllabuses
       VGCSEs & AVCEs (GNVQs) at pre- and post-16, industrial links

14.00 Responding to requirements with focused practical tasks

15.15 Progression in building industrial understanding

16.00 Afternoon tea and depart

The main focus of this course will be in resistant materials but references will be made to
other focus areas. This will help teachers responsible for this aspect of the curriculum to
work with their colleagues to change practices across their department, as well as helping
everyone to set their understanding in a wider context.

Both the day itself and the accompanying handbook will build participants’ own
understanding of manufacturing industry and help feed this into pupils’ work so that
standards are raised in this aspect of Design and Technology.

The course is being led by David Perry, the Director of the Royal College of Art Schools
Technology Project, which is producing a comprehensive secondary D&T course published
as a series of 22 books. He is a regular contributor to QCA’s future planning groups for both
national curriculum and post-16 Design and Technology with long experience in teaching and
teacher training in this area. He is a member of the Executive Council of the Design and
Technology Association (DATA), has spoken at major conferences in Britain, the US and
Europe and has been a consultant to companies, schools, universities and education
authorities in England, Scotland, the US and Hong Kong.

Working with David will be a practising Head of Department from a comprehensive school.

The fee . .

1st session
60 mins Talk

       From craft through mass production to flexible manufacturing technology
       Present quality of life depends utterly on volume production.
       Pre-industrial revolution division of labour, millers, tinkers, bodgers and snake oil
       Centralisation around power sources, water and steam
       Population growth and movements in the 19th Century
       Ford, Taylor and ‘scientific management’. Dearborn video?
       Video clip from ‘Modern Times’?
       CAD, CAM and CIM. Cell technology
       Finishing with 3 mins of IBM Catia video and discussion

2nd session
Practical, sets of products provided (bicycle lamps, domestic irons etc)

       Product evaluation
       Activity: Determine materials and production techniques used
       Note why these materials were suitable and show how the manufacturing processes
       might have influenced the design and vice versa
       How would the design change if this was now to be developed for production in
       another material (specify which)?
       Analyse the production processes for the product as seen against the continuum:
       custom to continuous production (photocopy)

3rd session, after lunch
30 mins Talk

       Official requirements
       What the NC requires; the content of A GCE level syllabuses, GNVQs in
       Manufacturing and Engineering

Second practical

       Developing curriculum support materials
       How to develop focused practical tasks to bring industrial understanding in to
       designing and making assignments. Examples given.
       Activity: course members take a DMA and propose IU FPTs to accompany it

4th session
30 mins Talk
        Progression in building industrial understanding
               KS3 Laying the foundations – in context
               KS4 – Y10 taught inputs; Y11 incorporation in major projects
               16+ Contemporary technologies
        Review of Handbook contents
How to build industrial understanding, from KS3 to Advanced level, in
resistant materials and across Design and Technology

1    Copy of Powerpoint presentation on the development of production starting with
     the earliest specialisations represented by village specialists such as millers and
     bakers and travelling craftspeople such as tinkers and bodgers. Pre-industrial
     revolution home working eg weavers, spinners and lace makers. Key events in the
     industrial revolution: water and steam power, specialist tools and machinery,
     repetitive tasks and the subdivision of labour. Systematising production management,
     Taylor, Henry Ford and ‘scientific management’. Process technology, and ultra-high
     volume products (eg light bulbs, photographic film). Developments in flexible
     manufacturing technology. Photos of products from the various stages in

     References for further information including videos and web sites.

2    Copy material and references from RCA and Nuffield (?) - product evaluation
     activities concentrating on manufacturing methods and the relationship between
     manufacturing and design. Information on TEP manufacturing support products.
     ‘Continuum’ worksheet from RCA KS4 Teacher’s Resource and accompanying
     InSET activity. Participating HoD’s school materials. Session worksheets.

3    Notes Guidance on visits: suitable venues and caveats (especially safety
     considerations), preparation, managing the visit, worksheets, follow-up activities,
     relating visit experiences to practical work in school. Info re Neighbourhood
     Engineers. Virtual visits: using videos and web sites to enhance industrial

4    Photocopies of KS3 and 4 NC requirements for industrial understanding. Extracts
     from GCSE syllabuses. Information regarding QCA’s future expectations of GCSE
     work. Information regarding the revision of A level GCEs. Samples of GNVQ
     specifications showing close relationships with GCE and work methods based in
     strong industrial links.

5    Copy material and references - examples from RCA and Nuffield projects of
     focused practical tasks (Resource Tasks) extending common designing and making
     assignments with industrial understanding. Sample DMA Unit with associated
     industrial understanding focused practical tasks. Blank forms for industrial
     understanding FPTs to be proposed to extend given DMAs (supporting practical

6    Notes (or Powerpoint printout) Progression model (diagram). Spiral approach to
     building industrial understanding (IU). How to a) establish IU at KS3 – learning
     about + doing batch production. Systems 7 control links. How to develop this in
     taught elements of Y10, and to ensure pupils’ folios give evidence of IU associated
     with Y11 projects. GNVQ Part Ones in Manufacturing and Engineering. Level of
     understanding expected at Advanced level: GCE and GNVQ. Summarising
     progression map.

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