SFE 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 industry. 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 Programme 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 COURSE NOTES 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 . . OUTLINE PLANNING 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 merchants 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 HANDBOOK CONTENTS 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 development. 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 understanding. 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 exercise). 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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