Design and technology at key stage 3

There are 34 units, 32 of which provide the basis for a complete long-term plan. The other two units are optional.

Each unit is given a unit number and a letter. The number indicates the year in which the unit should be delivered. The letter indicates the emphasis of the unit: A is understanding materials; B is designing; C is ICT; D is control; in years 8 and 9 E is making and producing in quantity. Some of the units are split into series of three: units labelled (i) focus on food; units labelled (ii) on resistant materials; units labelled (iii) on textiles.

The emphasis of each unit ensures progression in important knowledge, skills and understanding, but teachers will need to make sure pupils will develop all aspects of their design and technology capability throughout the key stage.

The times suggested for each unit are listed below. Aside from the two optional units, which are expected to take six to nine hours teaching time, each unit is designed to be taught between nine and 24 hours, depending on the emphasis given to the DMA.

This time allocation is based on recommendations in the 1995 review of the curriculum and QCA's research on the range of times allocated by schools to design and technology. The times are indicative only; they do not constitute a recommended time for design and technology.

Year 6/7		Design and make assignments (DMAs)
6/ 7 Transition: building on learning from key stage 2		Novelties; Bubble packs; Puppets
Approximate teaching time: 9-12 hours
Year 7		Design and make assignments (DMAs)
7A Understanding materials		7A(i) Salads and soups; 7A(ii) Carry it all; 7A(iii) Be seen!
Approximate teaching time: 15-24 hours
7B Designing and making for yourself		7B(i) Snacks; 7B(ii) Puzzle in a box; 7B(iii) Fashion wear
Approximate teaching time: 15-24 hours
7C Using ICT to support researching and designing		Stencils you like; Sports drink; Maze game
Approximate teaching time: 9-12 hours
7D Using control to control a display		Point-of-sale display
Approximate teaching time: 15-24 hours
7E Activity week (optional)		School trip; Industry experience
Approximate teaching time: (6-9 hours)
Year 8		Design and make assignments (DMAs)
8A Exploring materials		8A(i) Layered dessert or The right combination; 8A(ii) Computer mouse, Kit rack or Kites; 8A(iii) Finding an identity - decorative techniques on textiles
Approximate teaching time: 15-22 hours
8B Designing for clients		8B(i) Develop a food product range; 8B(ii) Personal light source; 8B(iii) Wallets
Approximate teaching time: 12-20 hours
8C Using ICT to support making		Computer pewter; Moulds and production aids for food production; T- shirt challenge
Approximate teaching time: 9-12 hours
8D Using control for security		Safe and sound
Approximate teaching time: 15-22 hours
8E Producing batches		8E(i) Pasta production; 8E(ii) Sheet materials; 8E(iii) Juggling balls
Approximate teaching time: 12-20 hours
8F The world of professional designers (optional)		In the style of ...; Times past; Dedicated to tradition
Approximate teaching time: (6-9 hours)
Year 9		Design and make assignments (DMAs)
9A Selecting materials		9A(i) Specialist diets; 9A(ii) Fold it up; 9A(iii) A textiles product for a technical purpose
Approximate teaching time: 10-15 hours
9B Designing for markets		Mini-enterprise or Designer-makers
Approximate teaching time: 10-15 hours
9C Using ICT to link with the world outside school		Corporate identity or Going public
Approximate teaching time: 12-19 hours
9D Using control for electronic monitoring		Taking care
Approximate teaching time: 12-19 hours
9E Ensuring quality production		9E(i) Bread batch production; 9E(ii) Buckles and bits; 9E(iii) Designer bags
Approximate teaching time: 10-15 hours
Year 9/10		Design and make assignments (DMAs)
9F Moving on to key stage 4: reviewing and target setting		Inclusive designing or third age design or A negotiated project linked to an area of personal/class choice
Approximate teaching time: 9-13 hours

This is only a suggested model. It is up to schools to decide whether they wish to use similar models, or to customise individual units or combinations of units to suit their own circumstances.

Year 7
Term 1	6/7 Transition: building on learning from key stage 2 (resistant materials) Bubble packs 7A(ii) Understanding materials (resistant materials) Carry it all
Term 2	7B(ii) Designing and making for yourself (resistant materials) incorporating 7C Using ICT to support researching and designing Puzzle in a box
Term 3	7D Using control to control a display Point-of-sale display
Term 1	6/7 Transition: building on learning from key stage 2 (food) Novelties 7A(iii) Understanding materials (textiles) Be seen!
Term 2	7B(i) Designing and making yourself (food) Snacks
Term 3	7C Using ICT to support researching and designing combined with 7B(iii) Designing and making for yourself (textiles) Fashion wear
Year 8
Term 1	8A(ii) Exploring materials (resistant materials) Kites
Term 2	8B(ii) Designing for clients (resistant materials) incorporating 8C Using ICT to support making Computer pewter
Term 3	8D Using control for security Safe and sound
Term 1	8A(i) Exploring materials (food) The right combination
Term 2	8B(iii) Designing for clients (textiles) incorporating 8C Using ICT to support making Wallets
Term 3	8E(i) Producing batches (food) Pasta production
Year 9
Term 1	9A(ii) Selecting materials (resistant materials) Fold it up
Term 2	9B(ii) Designing for markets (resistant materials) incorporating 9C Using ICT to link with the world outside school Mini-enterprise
Term 3	9D Using control for electronic monitoring Taking care 9F Moving on to key stage 4 Inclusive designing
Term 1	9A(i) Selecting materials (food) Specialist diets
Term 2	9B(iii) Designing for markets (textiles) incorporating 9C Using ICT to link with the world outside school Mini-enterprise
Term 3	9E(i) Ensuring quality production (food) incorporating 9C Using ICT to link with the world outside school Bread batch production 9F Moving on to key stage 4 Negotiated project

Although units are presented to fit whole-term blocks, they could be extended or reduced to suit the designing and making context. For example, as food activities can be completed more quickly, teachers may choose to do two food units in the time allocated for one resistant materials unit.

Evidence shows that courses where pupils rotate around different materials areas often result in a lack of balance and in a lack of progression. Projects can be constantly rushed and pupils lack time to evaluate their learning, becoming disenchanted and achieving lower standards. This can be avoided if staff plan as a team, especially when planning pupils' progress in process skills, and building on earlier experiences.

Teachers who experience a rapid turnover of large numbers of pupils with whom they have limited contact are rarely in a position to make qualitative assessments and thus are unable to nurture pupils' progress over time. One of the key elements of differentiation in design and technology is knowing when, and when not, to intervene. This can only be achieved if teachers know their pupils well.

A team approach helps to improve standards because teachers help pupils to transfer their learning across materials areas and build on skills rather than repeating them. It also means that pupils do not spend short periods of time with an excessive number of different teachers.

A closely informed staff team can ensure that together they have a good oversight of each pupil's progress through a year and key stage. Fewer, larger blocks of teaching time, possibly involving two teachers working collaboratively in two focus areas, lessen the disadvantages of rotational schemes, but only if high-quality team planning is assured.

The structure of the scheme promotes planning and teaching as a team to deliver both generic aspects, for example skills in researching or evaluating products, and materials-specific knowledge, skills and understanding. Many of the units are in a series that provides opportunities to develop knowledge, skills and understanding in more than one material area. For example unit 7B 'Designing and making for yourself' is split into three parts with three suggested DMAs on the themes 'Snacks', 'Puzzle in a box', and 'Fashion wear', which develop knowledge, skills and understanding in food, resistant materials and textiles, respectively.

These units can be used to meet the needs and interests of pupils and to utilise teachers' expertise. Schools can choose activities from within the unit. It is not intended that schools complete every DMA in every unit. Many choices are presented. However, schools will have to provide a balance over the key stage and ensure progression. Pupils should undertake activities that lead to the full range of outcomes necessary to meet requirements of the programme of study.

The next section describes a possible route for one teaching group following a course of two lessons per week, taught by one resistant materials/control specialist and one food/textiles specialist, sharing responsibility for the whole class.

Teachers are free to choose units, or parts of units, which suit the timetabled opportunities in their school. The unit title references and DMAs provide a starting point for teaching teams. Detailed scrutiny of the units will then suggest if a change to the activities chosen is needed. The school's own units may replace those illustrated or may be modified to suit the school's particular interest.

If pupils do not have the opportunity to meet the learning objectives these need to be provided later. For example, if pupils do not learn the textiles aspects in unit 7B, they may need to complete some of the textiles activities from this unit, such as how to set up and use a sewing machine and how to neaten edges, as part of unit 8B(iii)'Designing for clients' (DMA - Wallets).

The 'Prior learning' section for each unit will help teachers identify important elements that pupils will need before starting a unit.

The model below, supported by DATA and DfEE (1997), shows how two teachers work in parallel and are timetabled throughout a whole year to share responsibility for one class. One teacher is responsible for resistant materials and the other for food and textiles work. They use the same approach to designing and use complementary approaches for developing graphic and other communication skills, systems and control and structures.

Figure 1 Adapted from DATA's Secondary Handbook (1997)
Specialist design and technology staff sharing responsibility for one class	Links with science, art and design, mathematics, ICT and English
	Resistant materials,elements of systems and control,structures and ICT
	The same approach to designing through the use of a common framework for learning. A common and complementary approach to communication including graphics
	Food and/or textiles, elements of systems and control and ICT

Teachers may adopt an approach to the units that looks like the outline below. They will plan a common framework for designing, product evaluation activities and focused practical tasks, and they ensure that the knowledge and understanding about the specific material focus is pitched at the same level of demand.

Unit 7A understanding materials
Product evaluation activity	Teacher 1 (Textiles specialist) Identify products (eg sports equipment) that are made from a variety of materials originating from many sources worldwide: classify by structure and sources.
	Teacher 2 (resistant materials specialist) Identify products (eg containers for transporting or storing a range of items) that are made from a variety of materials originating from many sources worldwide: classify by structure and sources.
Product evaluation activity	Teacher 1 Examine a range of existing products. Investigate a selection of safety items and discuss the materials that are used, eg reflective clothing.
	Teacher 2 Examine a range of existing products. Analyse a range of packaging and discuss the materials they are made from.
Focused practical tasks	Teacher 1 Demonstrate joining materials and ask pupils to make a simple seam. Use these skills to make a simple product designed by the teacher.
	Teacher 2 Demonstrate and ask pupils to practise how to bend, fold and form to show rigidity/flexibility. Use these skills to make a simple product designed by the teacher.
Focused practical tasks	Teacher 1 Activities where pupils test materials against performance characteristics: ability to be seen comfort.
	Teacher 2 Activities where pupils test materials against performance characteristics: strength of container.
Design and make assignment	Teacher 1 Be seen! Whatever sport people like to do, it is important that they have the right kit to practise their sport safely. 'To be seen' is one of the recommendations of the Department of the Environment, Transport and the Regions. Design and make a safety garment or accessory for people aged 16 and under to wear when walking, jogging or cycling on the road. Safety should be a priority, and you should incorporate fluorescent and reflective materials.
	Teacher 2 Carry it all With increasing concern for the environment, there is likely to be greater demand for carrying devices which can be used when travelling on foot or on public transport. Research carrying devices that already exist in different parts of the world, and use this information to design and make an environmentally friendly carrying device for someone in your local community.

Unit 8A exploring materials
Product evaluation activity	Teacher 1 (Textiles specialist) Set up a sensory test panel to evaluate ready-prepared meals.
	Teacher 2 (resistant materials specialist) Examine a collection of products that have been designed to meet similar needs, eg cutlery, lights, to investigate the use of different materials.
Focused practical tasks	Teacher 1 Carry out practical investigations to show scientific principles of thickening or setting.
	Teacher 2 Examine structures such as those used in buildings and vehicles and identify the forces acting upon the structure and which parts are in compression and which are in tension.
Focused practical tasks	Teacher 1 Discuss macro-nutrients and analyse nutritional value of recipe options.
	Teacher 2 Investigate the effects of loads on test structures of different kinds, varying the materials used, to see how they deform under load and the way in which they fail.
Design and make assignment	Teacher 1 The right combination Many ready-prepared foods on the market consist of sauces combined with other ingredients, eg pasta with a sauce, curry with rice, casseroles with dumplings. Develop ideas for a meal in which a sauce is combined with other ingredients.
	Teacher 2 Kites Design and make a kite that incorporates a logo. Design a mechanism for the storage and release of the string while the kite is in use.

If teachers are not timetabled throughout the year to work in parallel, but instead they swap classes during the year, they must be sure to build on the knowledge, skills and understanding that pupils have already developed in the other materials area. Repeating work at the same level, but merely in a different context, may hold pupils back. The units provide many optional extension activities that teachers can use to extend the work and increase expectations.