Sir James Dyson - design and technology education is critical for all pupils

Sir James Dyson, the foremost British figure in industrial design and technology, has become the patron of the Design and Technology Association, the independent charitable organisation which supports, advises on and represents design and technology education across the UK, reinforcing the important work he already carries out promoting design engineering through the James Dyson Foundation.



Sir James is renowned not only for his own commercial success achieved through the design, development and manufacture of innovative new products but also for his staunch support for the importance of creativity in education to developing the technologically capable young people essential to the country’s economic success. As he explains: “I’ve always supported Design and Technology. It’s a subject that allows young people to learn with their hands and their brains. We’ll need these practical, problem-solving people to address the challenges that face us”.



Design and Technology is the most popular non-core subject selected by pupils at GCSE level. It is unrecognisable from the traditional subjects of woodwork, metalwork, home economics and needlework from which it has evolved over the past 25 years as technology has developed. The subject area now encompasses Product Design, Food Technology, Electronics, Engineering and Manufacturing. In Design and Technology students learn to design new products for specific purposes and users and to make them using a range of sophisticated techniques, materials and technologies including, for example, Computer-Aided Design and Manufacture (CAD/CAM), laser cutters, 3D printers and dye-sublimation printing.



Design and Technology is also an important part of the primary curriculum. Pupils engage in designing and making their own unique products to detailed specifications, which range from bags to pop-up books to fairground rides incorporating electrical circuits and controlled by computer.



In all design and technology activities pupils and students use and develop their literacy, numeracy, scientific and artistic skills. They also, crucially, develop the creative thinking skills and practical and technological knowledge which will enable them to make a positive contribution to society and to go on to pursue the careers in design and engineering which are essential to our technological world.



As Richard Green, Chief Executive of the Design and Technology Association, states: “We look forward to working with Sir James and his Foundation in building support for teachers, developing a design and technology curriculum that is modern, engaging, challenging and relevant to the lives of all pupils. With ongoing developments in primary, Key Stage 3 and 14-19 education, his commitment to the value of the subject and his advocacy of its importance in the education of all pupils will be a vital support in the Association’s work.”



ENDS



Further information



1. Sir James Dyson and the James Dyson Foundation. Visit http://www.jamesdysonfoundation.com/



2. The Design and Technology Association is the independent national subject association which provides professional support, resources and information for teachers, trainee teachers, technicians and consultants working in the field of D&T education. It is based in Wellesbourne, Warwickshire and has over 6,000 members. Visit www.data.org.uk



3. 2008/2009 GCSE Exam statistics – available at Department for Children Schools and Families (DCSF) website http://www.dcsf.gov.uk/rsgateway/DB/SFR/s000880/index.shtml

Food in Schools - tackling obesity

Food in Schools Primary Training (www.foodinschools.org)

The Government in England announced a new ambition in September 2007 - to be the first major country to reverse the tide of obesity. It forms part of the new Public Service Agreement (PSA) on Child Health and Well-being. The Children’s Plan (DCSF 2007) proposes that child obesity should be one of the indicators used to measure primary schools’ wider contribution to pupil well-being.

The Food in Schools (FIS) programme is a three year initiative currently in its second year. It provides a coherent and high quality training programme and on-going support system for primary schools in food education. It is the only national accredited scheme of its kind. The Primary Training aspect of the programme is designed to support the implementation of food education in primary schools through providing training, resources, follow-up advice and support to teachers and teaching assistants working in the primary phase. The training is arranged locally with accredited trainers who are food specialist secondary teachers. The training offers ‘hands-on’ practical sessions with supporting resources that can be used in the classroom. Teachers are also given the opportunity to update their knowledge of nutrition, food safety and hygiene to support the primary curriculum and the Healthy Schools programme.
The initiative is funded by the Department for Children, Schools and Families (DCSF).

Who are the partners who make up the ‘Core Team’?
FIS Primary Training is managed by the Design and Technology Association (D&T Assoc). It is supported by the British Nutrition Foundation (BNF), the Specialist Schools and Academies Trust (SSAT) and National Primary Headteachers (NPH) association.

Why has NPH become involved?
Amongst the association’s aims in our constitution are:
• To influence the achievement of an equitable distribution of resources based on pupil need
and entitlement;
• To provide mutual help, support and understanding among primary headteachers;
• To provide channels for effective communication and networking between Headteacher
groups, academics with expertise in the primary phase and other organisations, both
national and international.

Our involvement in the FIS Primary Training programme enables us to work towards fulfilling these aims. We are able to offer the programme Core Team our expertise, particularly our communication networks with primary headteachers up and down the country. NPH’s magazine is published six times a year and reaches over 10,000 primary schools.

Since the implementation of the Government’s New Relationship with Schools (NRwS), the direct communications from Government and Local Authorities to schools has diminished considerably. A major part of our role in the FIS Primary Training programme is to make schools aware of the initiative and encourage them to take part. We carry regular features on the programme in the magazine and work with the SSAT on the overall communications strategy.


How does the scheme work?
Primary school teacher or teaching assistant
The primary school teacher who attends a training event will usually have responsibility as subject leader for design and technology, including food technology. However, personal, social and health education (PSHE), PE, science or Healthy Schools subject leaders/co-ordinators, as well as headteachers or deputy headteachers, and teaching assistants, may well attend. The school will send a written agreement to attend the training. This person will be required to promote food and nutrition education in their school to ensure a high profile is developed and maintained. They will have the responsibility to cascade the training to other colleagues in their school in order that they may work together to modify their school’s schemes of work in light of the training received. They will also play an important role in promoting the programme to parents, children and governors.

Local Trainers
FIS has approximately 350 Local Trainers who are recruited from a pool of fully qualified secondary food specialists. The rigorous recruitment process ensures that committed practitioners and enthusiastic schools join the programme, as part of the school’s wider outreach work to their local primaries. Trainers are school-based with access to specialist facilities at no cost to provide training for primary schools in their local areas in order to facilitate sustained and better food education and to support the Healthy Schools programme. They receive initial training and on-going support from the Regional Managers and national team in all aspects of the programme

The role of the Local Trainer is to liaise with local primary schools to provide continuing professional development (CPD), focusing on the primary food curriculum including ongoing support. They also liaise with the local Healthy Schools co-ordinator to promote the Healthy Schools programme, in particular the healthy eating strand and help primary colleagues to develop a whole school food policy. Because they set and maintain standards with regard to food preparation, food handling and health and safety, they attend an annual day training event, as part of their own CPD.

Regional Managers
Regional Managers are contracted to support their areas between 20-30 days per year to:
• Develop regional partnerships to support the work of local trainers
• Support and communicate with local trainers
• Monitor local trainers
• Support the management of the scheme
• Promote and market the scheme

National Team
This is the Core Team supported by an advisory group made up of representatives from other relevant organisations e.g. the Healthy Schools Programme, the Academy of Culinary Arts, Hospitality & Leisure Manpower, the School Food Trust, HEI Food Technology Training, the Food Standards Agency, Local Authorities, University representatives, DCSF, Department of Health, the Year of Food and Farming, the Qualifications and Curriculum Development Authority, Schools Adopt a Chef, and Primary Headteachers.

In an independent evaluation, participants said:
‘Excellent subject content and delivery, lots of fantastic ideas to take back to school’
‘Very relaxed and informative. Inspiring for those who are nervous about cooking.’

Peter Gordon, NPH Executive and FIS Core Team

WHITE PAPER - More questions than answers!

Having just read the White Paper: “Your child, Your schools, Our future: building a 21st century schools system,” we will need to have our voice heard now more than ever before, if we are to introduce these changes in a manageable, deliverable and acceptable fashion.

Some of these changes are stated as “guarantees” for our pupils and their parents and are to be “underpinned by legislation”. Presumably it will be the headteacher who will have to act as the guarantor and face the consequences of legislation if the promises aren’t delivered. Usually a guarantor knows that they have the resources to guarantee what they promise. Will this be the case for school leaders?

If we look at just a few aspects of the White Paper (others we’ll look at in future editions of this newsletter), and limit ourselves for the sake of time, to just some of those which have an impact on the primary child, I believe that most of us would admire the aspirations that are behind the changes. Aspects of the Pupil Guarantee for instance look to support children coming into KS 2 who might struggle to make two levels of progress and these children would be given “one on one” tuition. The children identified as gifted and talented would also receive additional support and all children would receive five hours PE or sport a week in and out of school.






If these promises are to be guaranteed to children surely we as school leaders are to be guaranteed the additional funding, resources and expertise that will be required to keep these promises. I’m not too sure exactly, however, of what we are being asked to guarantee. Are we guaranteeing the ability to give support or are we guaranteeing the expected outcome of two levels of progress? Do we know what exactly will be given to each child in order to achieve this? Even with ”one on one” support can a child with multiple learning difficulties be given a guarantee to make two levels of progress? Will all learners in need of support be given the same support?

We might also ask where do we find the time and where do we find the space in our schools to deliver these guarantees? Will children be withdrawn from their lessons if the ”one on one” tuition takes place during the school day? Will children, let alone staff, want to be involved in “one on one” tuition at the end of a strenuous day or during the week-end/holidays? Does work/life balance apply to children as well as adults? If teachers are the tutors after school what happens to the school clubs they might presently be involved in? Will we have some teachers being paid for “one on one” tuition whilst others voluntarily run after school clubs?

When I look at some other areas of the White Paper that effect the primary child and the primary school many similar and worrying questions spring to mind. Areas such as:

• The Parent Guarantee
• Strengthened Home School Agreement
• The Licence to Teach
• School Record Cards
• Accredited School Groups
• Governing bodies strengthened to hold heads and management to account

all will cause school leaders great concern regarding the quality of delivery as all will be linked to the new inspection framework and we are now told that Ofsted “will have a higher bar for school inspection grades.”

There will be many questions to be asked regarding the successful implementation of all of these areas which quite frankly I for one do not feel confident I will be satisfied with the replies that will be given. More than ever, therefore, we need a strong, united primary voice to not only ask these and other relevant questions but to demand that we are given wholly satisfactory answers.
NPH has responded to the White Paper and we will continue to lobby on behalf of Primary Leaders and the primary child

I believe that with your support NPH can be this voice for you and for the primary child.