Technology & Design
Cluster Meeting
An opportunity for Discussion and
Planning for the
N. Ireland Revised Curriculum
Raymond Moffatt WELB.
Technology Education Centre: Omagh
Management of
NI Curriculum
Leadership Skills
Vision for
contribution to
Whole School
Team Building/Capacity
Equity and Parity
All subjects have equal recognition
e.g. Languages – French, Spanish,
Irish, Polish
Sciences – Physics, Chemistry, Biology
Quality of
Learning and
Data Analysis
KS3 results
KS4 results
Target Setting
Technology & Design
Key Stage 3 non Statutory Guidance
for Technology and Design
Questions for Departments
Meeting Curriculum Objectives:
In order to contribute to the curriculum objectives during
Key Stage 3 Technology and Design. What do we want our
pupils to:
• know ( knowledge and understanding);
• be able to do (skills);
• be like (attitudes and dispositions)
Page 4.
Questions for Departments
3.1 Links to Key Stage 2 and Key Stage 4:
• What do we know about our pupils’ previous experiences of
Technology and Design?
• How can we find out more?
• Is our key Stage 3 provision preparing pupils for GCSE in
the way we would like?
• For pupils who don’t continue with GCSE Technology and
Design , does our Key Stage 3 provision ensure worthwhile
experiences which will support their wider learning?
Page 7.
Questions for Departments
4.2 Knowledge, Understanding and Skills:
• What is the current balance between knowledge,
understanding and skills in our departmental provision?
• What are the implications for future learning and teaching at
Key Stage 3?
Page 12.
4.3 Curriculum Objectives and Key Elements:
The NI Curriculum should provide Learning opportunities to
help each pupil develop as:
Objective 1
An Individual
Objective 2
A contributor to
Objective 3
A contributor to the
economy and the
Key Elements
Mutual Understanding
Personal Health
Moral Character
Spiritual Awareness
Key Elements
Media Awareness
Ethical Awareness
Key Elements
Economic Awareness
Education for
Page 13.
Questions for Departments
Developing the Key Elements through T&D:
What key elements do we address well?
need to focus more on?
not address at all?
1. Are there any key elements that we could develop with
another department to promote connected learning?
2. How could we use the curriculum objectives or key
elements to drive planning in our department?
3. What are the implications for our resources?
Page 16.
Questions for Departments
4.4 Skills and Learning Outcomes:
• How can we plan for Learning outcomes?
• How can our existing departmental assessment policy be
amended to make reference to the learning outcomes?
• Which Learning Outcomes will be most challenging?
Page 19.
Questions for Departments
4.5 Thinking Skills & Personal Capabilities
Progression in TS & PC is only made through practice and
application through a range of contexts and at increasing
levels of challenge and demand.
• How can Technology and Design meaningfully develop
each strand of the Thinking Skills and Personal
Capabilities framework?
• Where are the key opportunities in Technology and Design
for infusion?
Page 21.
Questions for Departments
5.2 Assessment for Learning:
• What are the benefits of Assessment for Learning practice
in our classrooms?
• Which of the Assessment for Learning key actions are part
of our existing classroom practice?
• Which do we need to give more attention to?
• How do we do this?
Page 25.
Questions for Departments
5.3 Connecting the Learning:
Skills and Learning Outcomes;
Key Elements;
Learning Experiences;
Learning for Life and Work;
Other suitable approaches.
Which of these could be used as a starting point to make
meaningful connections with other subjects?
Page 26.
Questions for Departments
5.3 Connecting the Learning:
How can we make connections with other curriculum areas in
relation to:
Knowledge understanding and skills?
Thinking skills and personal capabilities?
Cross-Curricular Skills?
Learning for Life and Work?
Which aspects of our current practice promote connected
• What are the issues around the management of connected
• How will you know pupils are learning to make
Page 28.
Questions for Departments
5.4 Active Learning:
• What active learning strategies work for us?
• How does the climate in our classroom support the use of
active learning?
• What are the implications for classroom management?
Page 29.
Active Learning and
Teaching Methods for
Key Stage 3
Effective planning should include:
• Progression in the learning opportunities
• Appropriate learning outcomes
• An appropriate variety of teaching strategies
• Activities to motivate and challenge the pupils
• An outline of an effective range of resources, including
• An outline of how the learning is to be monitored and
evaluated both regularly and effectively
Teaching Through Invention
Invite your students to invent a better mousetrap -- or a better mouse!
This week, Education World lessons focus on inventors and
inventions, challenging your students to see the world in a whole new
Included: Five "inventive" problem-solving type lessons.
Everyday Design & Technology:
• Investigating everyday products
clothes peg, bottle opener, 240v electric plug, measuring tape, pencil sharpener….
• Designing for the user /client
• Discriminate - Good and Bad design
• Exemplars -Your portfolio?
• Exposure to everyday technology
• How things work?
• Designing for creativity
• Designing for construction
• Designing using materials
• Design appreciation
• Scaffold design activities
• Model designing! Your portfolio?
• Exposure to everyday technology
• How things work?
• Observational drawing
• Speed drawing
• Design sheet layout
• Exemplar design sheets
• Model sketching! Your portfolio?
• Exposure to everyday technology
• How things work?
• Practical exercises
• Exemplars demonstrating quality
• Model good practice! Your models?
• Insist on attention to detail precision,
accuracy and quality finish!
Energy & Control
Energy & Control:
• Exposure to everyday technology
• How things work?
• Systems? Understanding!
• Everyday systems in use?
• Exemplars demonstrating different
types of systems displayed?
• Model good practice! Your models?
• develop their designing and making skills;
• develop knowledge and understanding of materials and components;
systems and control; and structures;
• develop their capability, through combining their designing and making
skills with knowledge and understanding to design and make products;
• nurture creativity and innovation through designing and making;
• explore values about and attitudes to the made world and how we live,
work and interact within it;
• develop a critical understanding of technological processes, products and
their manufacture, and how they contribute to our society;
• prepare for making a contribution to life and work in a technological
• relate and apply knowledge and understanding from across the

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