Design and Technology - Exemplification in subjects - A Coherent Pedagogy for Secondary Schools

Design and Technology
A Design and Technology Lesson in Key Stage 3

This is the first lesson in a 10-week unit which will introduce and apply the principles of the cam as a type of mechanism. It will be built into an animated toy to be made mainly in wood and plastic.

This introductory lesson is an exploration of possible movements and the mechanisms to achieve them.

The process will enhance and develop design skills through dialogue, drawing and notes.

The unit should take account of prior experience in Key Stage 2 e.g.Year 6 unit: MECHANISMS /GEARS.

The teacher focuses on high quality talk to explore existing knowledge, introduce clear understanding and move the learning to the next level. Dialogue will demand an ability to pursue a line of questioning, develop fluency with concepts and help shape and refine ideas.

Paired working challenges children to explore and exploit knowledge from direct teaching and in sharing the modelling task to make ideas work with kits.

Individuals will then use technical understanding of the benefits and limitations of the mechanisms in order to design their machine.

As pupils arrive, they are directed to designated seats.The room is prepared with kits and paper placed for pairs of children.

The lesson begins immediately with either a projected example, drawn example or large scale card model of a wheel and a cam adjacent to each other.

Fast questioning for two minutes only, focusing on observation of what can be noticed about the difference between the two.

The introduction stops at a point where the teacher can tell the class what they should understand about the special properties of this "Wheel with a bulge on one side" and what it is to be used for in this design and make activity (DMA).

The kit modelling phase needs to be clear in its objectives and the time which is allocated. The teacher best achieves this by ensuring clear demonstration at key points, both in episodes of questioning e.g. to prompt a challenge or refine a response: "do you mean like this? If not, think again and ask me the question in a different way".

Demonstration is also part of periodic review. Children may report to the class what they have learned.

The teacher then demonstrates a feature e.g. of the throw of a cam, by drawing and then by practical modelling using the visualiser to compare the difference in throw between two cams.

Practical demonstration is carefully arranged.

There are general rules for demonstration: if children are moved to a demonstration area, sight lines should be uninterrupted, equipment should be pre-arranged, there should be uncluttered space around the bench with e.g. no stools or bags, and the teacher must show clearly those practical examples to the group, emphasising the technical features.

As the modelling phase closes, the teacher re-emphasises the purpose of the modelling i.e. that it is to be applied to designing.

Housekeeping is brisk e.g. by clearing away kits before moving on to design decisions. The clear break between modelling and designing by tidying can be a useful pause.

The next discussion is based on reflection and generating ideas. Homework is be discussed at this point in terms of personal reflection and generation of ideas.

Children leave with a clear understanding of where the task leads and the challenge that is there for them.