Quality Through Progression (Book) (TS0833)
Quality through progression. In design and technology
Book review by Ross Treadwell (Past Principal Seaford 6 -12 school)
Quality through progression in design and technology was recently
published in the UK by the National Association of Advisers and
Inspectors in Design and Technology under the direction of Paul
Shallcross (Lead Consultant for Technology, Kent LEA). Many would
remember Paul from his frequent trips to Australia and participation in
a range of technology-related conferences and activities. It is
therefore no surprise that Quality through progression sits very
comfortably with our nationally developed technology statement and
profile, and has something for all teachers delivering technology
programs.
It is particularly relevant to all preschool, primary, middle and
secondary school teachers as it demonstrates the progression of students
through the following ages and ‘key stages’ in technology education:
3 – 5 (early years)
5 – 7 Key Stage 1
7 – 11 Key Stage 2
11 – 14 Key Stage 3
14 – 16 Key Stage 4
post 16
As indicated by the title, the two themes of the book are quality and
progression, which relate significantly to the Australian experience in
implementing the technology statement.
Discussions about the quality of students’ work have been continuing for
many years, especially for many secondary technology educators wishing
to provide the opportunity for students to develop solutions to designs,
but also wishing to support skill development in a range of materials,
information and systems-based courses.
Progression has also been an issue for all levels of schooling as we
grapple with students’ ability to investigate, devise, produce and
evaluate through the content areas of materials, information and
systems, and plan for a wide range of abilities, knowledge and
understandings as students progress from preschool to junior primary,
primary, middle and senior secondary courses.
The writers exemplify progression by specifying indicators of the
quality of learning, ‘… in design and technology the quality of learning
can be given two particular dimensions: quality of the process and
quality of the made product …’. Quality of the process is based on the
evidence of students' thinking and decision making in the work they
produce. Design sketches, notes, plans, models, test rigs etc are used
to demonstrate the levels at which students work and relate with the DMA
strand in the nationally developed technology statement and profile.
Quality of the product—‘the outcome of the process’—develops indicators
of quality through:
• effectiveness—ability to meet a required specification
• efficiency—ability to meet its purpose without waste
• acceptability—in terms of aesthetic, social, moral and cultural
values.
The quality of teaching is also considered in planning for learning
where quality is shown by:
• clearly stated design tasks appropriate to students’ interests and
needs
• programs of work and assessment tasks developed together
• modifications of programs based on attainment and individual
performance.
Indicators of quality through the key stages are developed under
the following headings:
1. Aspects of designing and making
• Clarifying the task
• Generating ideas
• Developing ideas
• Communicating intentions
• Planning
• Working with materials
• Health and safety
• Evaluating
2. Aspects of knowledge and understanding
• Products and applications
• Materials and components
• Structure
• Control
• Information and communication technology
These relate quite successfully to the process and content strands of
the technology statement and provide an overview of progression in the
strands through the four key stages that relate to the bands of
schooling detailed in the technology statement.
Of particular interest is the section on the three levels of planning:
Long term—whole school curriculum
Medium term—a sequence of units of work across a key stage
Short term—individual lesson planning
Examples provided include a Year 1 program incorporating work throughout
the year in: Design, Reclaimed materials, Wheels and axles, Textiles,
Sheet materials, and Levers and linkages.
At year 9 an exemplar includes: DMA, Food, Graphics, Resistant materials
and Textiles. Included also are sample assessment and mapping tools
across the key stages for planning purposes.
In summary, the book (of 123 pages) is easy to read, provides a real
sense of progression in technology from preschool to senior secondary
school, and provides a range of support materials and ideas for
preschool, primary middle and secondary teachers of technology,
including all disciplines such as Materials technology, Information
technology, Home Economics, Design and Media technology.
It is well worth a close read!
