A Celebration of best practice in'''

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Design Technology
Teaching a unit of work in DT at KS2.
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Planning for design technology
Long Term Plan
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Planning for design technology
Medium Term Plan
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Planning for design technology

• Short Term Plan

• Objectives
• Structure
• Differentiation
• Resources
• Learning Outcomes

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3 Elements of a Unit of Work

• Product Analysis (Evaluation, IDEAs)
• Focussed Practical Task
• Design and Make Assignment (DMA)

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Where does Product Analysis fit in at KS2?

• 3a Pupils should think about what products are
  used for and the needs of the people who use
  them.
• 3c Pupils should be taught to recognise that the
  quality of a product depends on how well it is
  made and how well it meets its intended purpose.
• 5a Pupils should investigate and evaluate a range
  of similar products, thinking about how they
  work, how they are used and the views of the
  people who use them.

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Promoting key skills and other aspects of the
curriculum through Product Analysis

• Working with others - discussing their own and
  other peoples designs, individually and in
  groups.
• Problem-solving - considering alternatives in
  designing when investigating and evaluating
  products.
• Enterprise and entrepreneurial skills - finding
  out about the making and marketing of a product
  and evaluating the process.
• Education for sustainable development -
  exploring values and ethics in relation to the
  application of Design Technology.

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Why are products the way they are?

• What influences their appearance?
• Why are the products we use today different from
  those our parents used?
• Why will the products our children use in the
  future be different from those we use today?
  

Answers to these intriguing question lie at the
heart of understanding the designing and making
of the made world
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Where to start?

• Make exemplar mood board of everyday products.
• Set up a Favourite products table.
• Encourage pupils to look, touch, feel and
  question products.
• Use question sheets, record answers and evaluate
  (drawing is good too).

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Questions to ask

• What is your first reaction?
• Do you want to touch it, taste it, use it, throw
  it away?
• Who might the owner be?
• Would you buy it?
• Is the colour important?
• What is it made of?
• How does it work?
• Does it work well?
• Do you think the product could be used again?
• Can it be re-cycled?

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Recording and Evaluation

• Using friendly worksheets, (included in your
  pack) pupils need to record their findings.
• A drawing with arrows pointing to any
  interesting or moving parts is helpful.
• Use clear headings, these may vary but typically
  could include,- colour, name, function, material,
  cost?
• This work can then be kept or used in
  conjunction with a larger topic or project .

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How does Product Analysis fit in to the National
Schemes of Work at KS2.

• The phrase Product Analysis will not appear.
• It is discreet, but is an essential component
  which will extend pupils knowledge and improve
  thinking skills.
• It will be an integral part of INVESTIGATIVE,DISA
  SSEMBLY AND EVALUATIVE ACTIVITIES - (IDEAs).
• It is a valuable motivational tool with which to
  introduce a unit of work.

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DT KS2 - Unit 4C - Torches
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Begin the project by discussing with the pupils
the instances when it is important to have a
portable source of light, (in the car, by the
fuse box, looking at fireworks etc. Which design
criteria would be important for different
users? If possible dis-assemble an old torch to
show the children the various common parts before
setting them the task of completing this data
sheet
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Arrange a selection of torches on a table and
encourage the pupils to select them in turn,
discuss them in groups and finally write about
them using the prompt questions here. If there
is time, the children could write to torch
manufacturers to request additional information.
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This answer sheet is to be used in conjunction
with the list of questions. Pupils should be
encouraged to record their answers as a report.
They could use more paper if required.
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Focussed Practical Task
SKILLS PROCESSES TECHNIQUES that need to be
taught in a unit