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Guidance on effective practice in A level Design and Technology
The introduction of Curriculum 2000 (C2K) gave schools and colleges the opportunity to consider their choice of specification from the new range of focus areas: product design; food technology; systems and control technology. In doing this, schools and colleges could reflect on how knowledge and understanding from the broader range of focus areas available at GCSE would provide a foundation for those now available at AS and A2. The advice that follows draws on the experience of schools and colleges to provide some general points of guidance about managing and implementing effective teaching and learning. These are illustrated by some case studies of good practice on this website.
Planning and management of teaching and learning
Forward planning and careful management are essential to the development of good practice in the teaching and learning of design and technology. In particular, the design and technology department should:
- share a vision about the purpose of teaching design and technology and its contribution to the aims of the school as a whole, ensuring that this vision is shared throughout the school and made apparent through a range of initiatives (for example, open evenings, displays, parental involvement)
- select design and technology AS/A2 specification focus areas that suit the vision, specialist interest and ethos of the department and that have the potential to challenge and motivate students
- take ownership and turn the specification into a curriculum, using the specification aims, informed by the departmental aims, as the starting point for designing a long term (two- year) course plan, medium term plans for units or shorter term lesson plans
- ensure that the design and technology curriculum makes best use of the capabilities and professional interests of staff in relation to the teaching of:
- materials, components and their uses
- industrial practices; product development
- designing and making
- discuss the aims of the curriculum with students, making amendments to the detail each year to ensure course suitability and student motivation
- support students in the transition from GCSE to AS and from AS to A2. This will vary according to the nature of the school/college and the focus areas offered. Product design should build on work done at GCSE in graphic products, resistant materials technology, textiles technology, manufacturing or indeed product design; however, systems and control technology and food technology have their own focus areas at GCSE. Systems and control technology will also build on work done in GCSE electronic products or engineering
- offer information and guidance to students about the nature of the course, assessment deadlines, and specific help or resources. Many schools and colleges provide ‘study guides’ or ‘diaries’
- create a supportive learning environment for students, addressing, in particular, their diverse needs and different learning styles. Formative assessment and regular progress reviews can play an important part in this process
- provide focused enrichment opportunities that extend or develop the student’s ability to design (for example: clarifying tasks, generating and developing ideas and proposals, detail designing, communicating ideas and information), plan, evaluate and make (for example: using ICT, working with materials, components and appropriate technologies, planning and evaluating)
- make available information and guidance on employment opportunities, career prospects and progression to higher education
- establish opportunities for the professional development of design and technology department staff – including updating and refreshment in subject areas such as industrial and commercial practice, working with materials, components and appropriate technologies, the use of ICT by industry in the design and manufacture of products.
Implementing teaching and learning
Effective teaching and learning is most likely to take place when department staff are confident about the way in which the central characteristics of design and technology are taught in the school, and when each teacher feels committed and competent to work as a professional within a well-managed team. Each teacher will have professional freedom and flexibility, but some common principles are that teachers should:
- share a common view about the methodologies and styles of teaching and learning to be put into effect as students develop their own creativity and sufficient capability in design and technology to recognise constraints and produce high quality products
- ensure that students are provided with a range of opportunities to develop a critical understanding of the influences of the processes and products of design and technological activity from an historical perspective and in current practice
- provide opportunities for students to apply essential knowledge, understanding and skills of design production processes to a range of technological activities and develop an understanding of industrial practice
- offer opportunities to use ICT to enhance their design and technology capability
- promote knowledge and understanding of: materials and components; quality in terms of the product; health and safety of designers, makers, users and the public; systems and control; products and applications
- encourage teaching and learning activities which help students to recognise the social, moral, spiritual and cultural values inherent in design and technological activity, and which assist them in developing critical evaluation skills in technical, aesthetic, ethical, economic, environmental, social and cultural contexts
- create opportunities for students to develop as discerning consumers who are able to make informed choices
- develop positive attitudes of co-operation amongst students.
Case studies
> Design and technology
QCA web links
> A level performance descriptions: design and technology
Documents to download
> Summaries of the A level specifications available in design and technology PDF
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Page updated: 12 June 2008