NAAIDT

The new NAAIDT website is designed to provide a means through which NAAIDT Members can share information and advice relating to design and technology education

Click on the Help link for guidance on how to add content to this web site. Note that this facility is restricted to NAAIDT members following a successful logon. All contributions will be moderated by NAAIDT before being made public so please allow a short time for this process to be completed. You may use the email link at the foot of this page to contact the website editor in case of problems.

Planning

Design and Technology is a single subject involving a variety of activities that require a range of specialist facilities. In a new building, therefore, Design and Technology spaces should be grouped together, allowing pupils to make maximum use of a range of facilities and strengthening departmental identity. Ideally, the Design and Technology suite should be on the ground floor with easy access for the delivery of materials. It is also useful to locate the department near to others with which there may be links (for example, electronics facilities may be shared with the science area, and there are often strong links with the art and design department too).

Link to the DfES Building and Design Unit website

Pupils' work online

"This is one of the most useful resources I've come across to support the national curriculum. Seeing actual pupils' work alongside commentaries helps me see how all of the advice and guidance translates into practice." - Head of Technology, North Yorkshire

Link to National Curriculum in Action

This website uses pupils' work and case study materials to show what the National Curriculum in D&T looks like in practice.
The examples given show:

• the standard of pupils' work at different ages and key stages
• how the programmes of study translate into real activities
• effective use of ICT across the curriculum

from the new Programme of Study for Key Stage 3

In design and technology pupils combine practical and technological skills with creative thinking to design and make products and systems that meet human needs. They learn to use current technologies and consider the impact of future technological developments. They learn to think creatively and intervene to improve the quality of life, solving problems as individuals and members of a team.

Working in stimulating contexts that provide a range of opportunities and draw on the local ethos, community and wider world,pupils identify needs and opportunities. They respond with ideas, products and systems, challenging expectations where appropriate. They combine practical and intellectual skills with an understanding of aesthetic, technical, cultural, health, social, emotional, economic, industrial and environmental issues. As they do so, they evaluate present and past design and technology, and its uses and effects. Through design and technology pupils develop confidence in using practical skills and become discriminating users of products. They apply their creative thinking and learn to innovate.

Link to The revised PoS for D&T at KS3

The importance of Mathematics

Mathematical thinking is important for all members of a modern society as a habit of mind for its use in the workplace, business and finance; and for personal decision-making. Mathematics is fundamental to national prosperity in providing tools for understanding science, engineering, technology and economics. It is essential in public decision-making and for participation in the knowledge economy.

Link to the National Curriculum for Mathematics

Link to the new National Curriculum for Mathematics at Key Stage 3

Link to the Primary Framework for mathematics

Link to the Framework for teaching mathematics: Years 7, 8 and 9

Link to the National Curriculum in Action site for Mathematics

The importance of information and communication technology

The increasing use of technology in all aspects of society makes confident, creative and productive use of ICT an essential skill for life. ICT capability encompasses not only the mastery of technical skills and techniques, but also the understanding to apply these skills purposefully, safely and responsibly in learning, everyday life and employment. ICT capability is fundamental to participation and engagement in modern society.

Link to the National Curriculum for ICT

Link to the new National Curriculum for ICT at Key Stage 3

Link to the QCA schemes of work for ICT at Key Stages 1 and 2

Link to the QCA schemes of work for ICT at Key Stage 3

Link to the National Curriculum in Action site for ICT

The importance of Religious Education

Religious education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human. It develops pupils’ knowledge and understanding of Christianity, other principal religions, other religious traditions, and other world views that offer answers to these challenging questions. It offers opportunities for personal reflection and spiritual development. It enhances pupils’ awareness and understanding of religions and beliefs, teachings, practices and forms of expression, as well as of the influence of religion on individuals, families, communities and cultures.

Link to the National Curriculum for RE

Link to the new National Curriculum for RE at Key Stage 3

Link to the QCA schemes of work for RE at Key Stages 1 and 2

Link to the QCA schemes of work for RE at Key Stage 3

Link to the National Curriculum in Action site for RE

The importance of Science

The study of science fires pupils’ curiosity about phenomena in the world around them and offers opportunities to find explanations. It engages learners at many levels, linking direct practical experience with scientific ideas. Experimentation and modelling are used to develop and evaluate explanations, encouraging critical and creative thought. Pupils learn how knowledge and understanding in science are rooted in evidence. They discover how scientific ideas contribute to technological change – affecting industry, business and medicine and improving quality of life. They trace the development of science worldwide and recognise its cultural significance. They learn to question and discuss issues that may affect their own lives, the directions of societies and the future of the world.

Link to the National Curriculum for Science

Link to the new National Curriculum for Science at Key Stage 3

Link to the QCA schemes of work for Science at Key Stages 1 and 2

Link to the QCA schemes of work for Science at Key Stage 3

Link to the National Curriculum in Action site for Science

A description of Work Related Learning

Work-related learning is defined as planned activity that uses work as a context for learning. It encompasses a broad range of activities that allow students to experience working life. It involves learning about working practices, experiencing the work environment, developing skills for working life and learning through activities and challenges set in work-related contexts.

Link to the National Curriculum for WRL

Link to the QCA resources for WRL

Link to the Ofsted report "Work-related learning: the story so far (PDF format)"