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SUBJECT KNOWLEDGE AUDIT
D&T DESIGN CORE 2009-2010
What is the D&T DESIGN CORE audit?
Where has this level of detail come from?
How can I show evidence?
Is there overlap between the key stages ?
When should I add evidence to the spreadsheet?
When is it handed in?
Can I include evidence from before the course?
Can I 'tailor' this spreadsheet?
What if I teach outside of the audit?
Name of trainee:
D&T DESIGN CORE KEY STAGE 3
DATA Design Core competences
understand and use a range of strategies and approaches to identify and clarify design problems. (e.g. analyse an
existing product with the view of improving it; observe a product being used with the view of improving its
performance for the user; use a modern or smart material as a starting point for a new product – e.g. an EL panel);
C.1
Teaching Strategy Used
compile a design brief and specification. Know that a product design specification may have a number of
requirements (e.g. functional, aesthetic, economic, technical) and use these to evaluate (see below) design ideas
C.2 throughout designing and making;
Teaching Strategy Used
research a wide range of information sources appropriate to the problem. Analyse and select this information to
inform their designing (e.g. research an art and design movement, conduct 'taste testing', seek the views of an end
C.3 user/expert);
Teaching Strategy Used
use creative thinking strategies (divergent thinking) to generate a wide range of novel and innovative ideas when
designing (e.g. mind mapping, mood boards, thinking hats strategy);
C.4
Teaching Strategy Used
use appropriate strategies to record their ideas when designing. This will depend on the specialist fields and the
nature of the design and technology activity within that field. (e.g. sketches, samples, swatches, 3D models, graphs,
C.5 digital images, prototypes);
Teaching Strategy Used
use critical thinking skills (convergent thinking) when evaluating design ideas. To use the specification as a means
of evaluating their ideas and progress throughout the designing and making of products and systems and use this
C.6 for evaluation purposes and to inform future designing (e.g. attribute analysis);
Teaching Strategy Used
use techniques, processes and procedures appropriate for each of the specialist fields to manufacture products and
C.7 systems;
Teaching Strategy Used
when planning and conducting design and technological activities give due regard to Health and Safety of their
pupils, themselves and other adults and be aware of current, relevant Health and Safety responsibilities, legislation
and liability. (For more detail regarding all aspects of Health and Safety please refer to Health and Safety training
C.8 Standards in Design and Technology (DATA 2008));
Teaching Strategy Used
develop an understanding of quality when designing and making (e.g. meet a clear need, show fitness for purpose,
C.9 visual and sensory elements of products and systems);
Teaching Strategy Used
an awareness of industrial methods and approaches to design, manufacture and quality control on production (e.g.
C.10 batch, mass and continuous flow production);
Teaching Strategy Used
have an understanding of citizenship and values and how these relate to Design and Technology (e.g. sustainable
design such as recycling materials, designing products with dual functions, GM foods, alternative/renewable energy
sources, fair trading). (Refer to NC Document: Citizenship at key stages 3 and 4. Initial Guidance to Schools (QCA
C.11 2000).
Teaching Strategy Used
critically use ICT to enhance teaching and learning in Design and Technology using modern technologies (e.g.
Interactive whiteboards, scanners, digital cameras, and presentation applications). Refer to specialist fields for
specific use of ICT.
Refer to using information and communications technology to meet teaching objectives in D&T:
C.12 www.ncaction.org.uk/subjects/design/index.htm National curriculum in action (D&T)
Teaching Strategy Used
understand the historical and current rationale for Design and Technology education within the curriculum, across
primary and secondary phases and including links with other subjects (e.g. art, maths and science);
C.13
Teaching Strategy Used
understand the contribution Design and Technology makes to pupils numeracy, literacy and language development
including technical language when talking and writing about designing and making;
C.14
Teaching Strategy Used
nurture a creative teaching and learning environment where pupils feel confident and safe to
C.15 experiment, explore and take risks.
Teaching Strategy Used
YEAR GROUPS 7, 8, 9
Relevant Other qualifications Relevant
relevant to D&T
work (e.g. A Level, City &
degree
experience Guilds, HND, MA); content Sep Dec Feb Apr
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2 2 2 1
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3 2 2 1
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Jun
1
1
1
D&T DESIGN CORE KEY STAGE 4
DATA Design Core competences
understand and use a range of strategies and approaches to identify and clarify design problems. (e.g. analyse
an existing product with the view of improving it; observe a product being used with the view of improving its
performance for the user; use a modern or smart material as a starting point for a new product – e.g. an EL
panel);
C.1
Teaching Strategy Used
compile a design brief and specification. Know that a product design specification may have a number of
requirements (e.g. functional, aesthetic, economic, technical) and use these to evaluate (see below) design
ideas throughout designing and making;
C.2
Teaching Strategy Used
research a wide range of information sources appropriate to the problem. Analyse and select this information
to inform their designing (e.g. research an art and design movement, conduct 'taste testing', seek the views of
C.3 an end user/expert);
Teaching Strategy Used
use creative thinking strategies (divergent thinking) to generate a wide range of novel and innovative ideas
when designing (e.g. mind mapping, mood boards, thinking hats strategy);
C.4
Teaching Strategy Used
use appropriate strategies to record their ideas when designing. This will depend on the specialist fields and
the nature of the design and technology activity within that field. (e.g. sketches, samples, swatches, 3D
models, graphs, digital images, prototypes);
C.5
Teaching Strategy Used
use critical thinking skills (convergent thinking) when evaluating design ideas. To use the specification as a
means of evaluating their ideas and progress throughout the designing and making of products and systems
and use this for evaluation purposes and to inform future designing (e.g. attribute analysis);
C.6
Teaching Strategy Used
use techniques, processes and procedures appropriate for each of the specialist fields to manufacture
products and systems;
C.7
Teaching Strategy Used
when planning and conducting design and technological activities give due regard to Health and Safety of their
pupils, themselves and other adults and be aware of current, relevant Health and Safety responsibilities,
legislation and liability. (For more detail regarding all aspects of Health and Safety please refer to Health and
Safety training Standards in Design and Technology (DATA 2008));
C.8
Teaching Strategy Used
develop an understanding of quality when designing and making (e.g. meet a clear need, show fitness for
purpose, visual and sensory elements of products and systems);
C.9
Teaching Strategy Used
an awareness of industrial methods and approaches to design, manufacture and quality control on production
(e.g. batch, mass and continuous flow production);
C.10
Teaching Strategy Used
have an understanding of citizenship and values and how these relate to Design and Technology (e.g.
sustainable design such as recycling materials, designing products with dual functions, GM foods,
alternative/renewable energy sources, fair trading). (Refer to NC Document: Citizenship at key stages 3 and 4.
Initial Guidance to Schools (QCA 2000).
C.11
Teaching Strategy Used
critically use ICT to enhance teaching and learning in Design and Technology using modern technologies (e.g.
Interactive whiteboards, scanners, digital cameras, and presentation applications). Refer to specialist fields for
specific use of ICT.
Refer to using information and communications technology to meet teaching objectives in D&T:
www.ncaction.org.uk/subjects/design/index.htm National curriculum in action (D&T)
C.12
Teaching Strategy Used
understand the historical and current rationale for Design and Technology education within the curriculum,
across primary and secondary phases and including links with other subjects (e.g. art, maths and science);
C.13
Teaching Strategy Used
understand the contribution Design and Technology makes to pupils numeracy, literacy and language
development including technical language when talking and writing about designing and making;
C.14
Teaching Strategy Used
nurture a creative teaching and learning environment where pupils feel confident and safe to
C.15 experiment, explore and take risks.
Teaching Strategy Used
YEAR GROUPS 10, 11
Other
qualifications
Relevant relevant to D&T Relevant
(e.g. A Level, City
work & Guilds, HND,
degree
experience MA); content Sep Dec Feb Apr Jun
enter Class and date
enter Class and date
enter Class and date
enter Class and date
enter Class and date
enter Class and date
enter Class and date
enter Class and date
enter Class and date
enter Class and date
enter Class and date
3 3 2 2 1
enter Class and date
enter Class and date
enter Class and date
enter Class and date
D&T DESIGN CORE KEY STAGE 5
DATA Design Core competences
understand and use a range of strategies and approaches to identify and clarify design problems. (e.g. analyse an
existing product with the view of improving it; observe a product being used with the view of improving its performance
for the user; use a modern or smart material as a starting point for a new product – e.g. an EL panel);
C.1
Teaching Strategy Used
compile a design brief and specification. Know that a product design specification may have a number of
requirements (e.g. functional, aesthetic, economic, technical) and use these to evaluate (see below) design ideas
C.2 throughout designing and making;
Teaching Strategy Used
research a wide range of information sources appropriate to the problem. Analyse and select this information to inform
their designing (e.g. research an art and design movement, conduct 'taste testing', seek the views of an end
C.3 user/expert);
Teaching Strategy Used
use creative thinking strategies (divergent thinking) to generate a wide range of novel and innovative ideas when
C.4 designing (e.g. mind mapping, mood boards, thinking hats strategy);
Teaching Strategy Used
use appropriate strategies to record their ideas when designing. This will depend on the specialist fields and the
nature of the design and technology activity within that field. (e.g. sketches, samples, swatches, 3D models, graphs,
C.5 digital images, prototypes);
Teaching Strategy Used
use critical thinking skills (convergent thinking) when evaluating design ideas. To use the specification as a means of
evaluating their ideas and progress throughout the designing and making of products and systems and use this for
C.6 evaluation purposes and to inform future designing (e.g. attribute analysis);
Teaching Strategy Used
use techniques, processes and procedures appropriate for each of the specialist fields to manufacture products and
C.7 systems;
Teaching Strategy Used
when planning and conducting design and technological activities give due regard to Health and Safety of their pupils,
themselves and other adults and be aware of current, relevant Health and Safety responsibilities, legislation and
liability. (For more detail regarding all aspects of Health and Safety please refer to Health and Safety training
C.8 Standards in Design and Technology (DATA 2008));
Teaching Strategy Used
develop an understanding of quality when designing and making (e.g. meet a clear need, show fitness for purpose,
C.9 visual and sensory elements of products and systems);
Teaching Strategy Used
an awareness of industrial methods and approaches to design, manufacture and quality control on production (e.g.
C.10 batch, mass and continuous flow production);
Teaching Strategy Used
have an understanding of citizenship and values and how these relate to Design and Technology (e.g. sustainable
design such as recycling materials, designing products with dual functions, GM foods, alternative/renewable energy
sources, fair trading). (Refer to NC Document: Citizenship at key stages 3 and 4. Initial Guidance to Schools (QCA
C.11 2000).
Teaching Strategy Used
critically use ICT to enhance teaching and learning in Design and Technology using modern technologies (e.g.
Interactive whiteboards, scanners, digital cameras, and presentation applications). Refer to specialist fields for
specific use of ICT.
Refer to using information and communications technology to meet teaching objectives in D&T:
www.ncaction.org.uk/subjects/design/index.htm National curriculum in action (D&T)
C.12
Teaching Strategy Used
understand the historical and current rationale for Design and Technology education within the curriculum, across
primary and secondary phases and including links with other subjects (e.g. art, maths and science);
C.13
Teaching Strategy Used
understand the contribution Design and Technology makes to pupils numeracy, literacy and language development
C.14 including technical language when talking and writing about designing and making;
Teaching Strategy Used
nurture a creative teaching and learning environment where pupils feel confident and safe to experiment,
C.15 explore and take risks.
Teaching Strategy Used
YEAR GROUPS 12, 13
Other qualifications
Relevant relevant to D&T Relevant
(e.g. A Level, City
work & Guilds, HND,
degree
experience MA); content Sep Dec Feb Apr
enter Class and date
enter Class and date
enter Class and date
enter Class and date
enter Class and date
enter Class and date
enter Class and date
enter Class and date
enter Class and date
enter Class and date
5 5 4 3
enter Class and date
3 3 2 2
enter Class and date
enter Class and date
enter Class and date
enter Class and date
Jun
3
1
