Design & Technology Subject Audit
The Subject Audit is designed to help you match your subject knowledge, skills and understanding to the requirements of teaching D&T in the secondary school and to identify both your strengths and any areas for further development. This document will also be used to help monitor the development of your subject knowledge throughout your initial teacher training and into the Induction Year.
Name:Higher Education Institution: / Degree title:
Higher Education Institution: / Additional HE Qualification/Awards:
Please audit your subject knowledge at least four times throughout the year using this form. You can print the form four times or use different colours for each review.
Subject Knowledge Reviewed / Completed (please note date completed)Audit One – ATS Initial
Audit Two – ATS Term 1
Audit Three – ATS Term 2
Audit Four – ATS Term 3
You need to provide evidence by the time of your moderation period that you have the appropriate subject knowledge to meet the QTS standards. Your Technology subject tutor will give you further guidance on this. To prepare for the meeting you should begin to audit your pre-course subject knowledge. Start with the core competencies below, then choose the field\s of knowledge that you will be working in (and levels) and complete audits for these fields and levels (e.g. KS3 Food)
Specialist DATA levels – in the fields of knowledge of Materials, Electronics and communication technology, Food and Textiles (You should choose the field\s of knowledge that you will be working in (and levels), plus the Core – see the guidance below, provided by DATA, for explanation.) Please note the Graphics is not a subject area, but included in the core.
1. The principal aim of creating a series of 'minimum competences' for students training to teacher design and technology in secondary schools is based on the desire to produce high quality newly qualified teachers who meet the expectations of future employees.
2. The 'minimum competences' are defined as skills, knowledge and understanding and teaching competences that a students should have by the time he or she is ready to enter full-time teaching. It is not necessary for all aspects of the competences to be taught; students may bring to the course some of the skills, knowledge and understanding and competences set out in the document. In such cases students will be able to cover a broader range of fields of knowledge to a greater depth.
3. The 'minimum competences' are made up of a core which includes subject competences, subject application, core subject-specific knowledge and four fields of knowledge. The core and the fields of knowledge are interrelated and there is significant overlap between them (fig. below). These fields of knowledge are not necessarily equal in size or depth of content.
4. The 'minimum competences' for students should apply to all initial training courses, whatever their length, and they should form the basis for structuring a longer term pathway for continued professional development.
5. The 'minimum competences' have been written to aid course planners, to give guidance to students, future employees and teachers in school. It is hoped that they will provide a basis for providers and schools and facilitate a meaningful dialogue about the content of the student's course.
6. The 'minimum competences' cover all the relevant aspects of the National Curriculum at Key Stage 3 and 4. They should be applied as the minimum, and the should enable students to extend well beyond the minimum.
The fields of knowledge should be covered in two tiers:
• Tier 1 is the knowledge and understanding that enables the new qualified teacher to teach Key Stage 3
• Tier 2 is the knowledge and understanding that enables the new qualified teacher to teach Key Stage 4 and beyond.
You should place audits in your Professional Portfolio so that you can consult them at each review point. These are not exhaustive; as we all know what a far reaching subject D&T is.
It should be kept in your Portfolio and consulted regularly, independently, with your school mentor and university tutor. At each audit point you must generate action steps in order to help you improve in particular areas of weakness by the next audit point. These action steps must be detailed with a clear time scale. You will need the advice and support of your university tutor and particularly your school mentor to help you generate and complete your action steps. It is sensible to have action steps relating to the subjects your teaching, especially at the start of the placement.
At each audit point you should indicate where you think your ability lies using the criteria below;
1 = Excellent in this area. Very competent at teaching this topic across the key stages. Subject knowledge is to degree standard in this area. Teaching skills have been demonstrated on a number of occasions to a consistently high level.
2 = Very good in this area. Able to teach competently across the key stages. Subject knowledge is to A Level standard in this area. Teaching skills have been demonstrated to a good standard on more than one occasion.
3 = Satisfactory in this area. Able to teach to a satisfactory standard across the key stages. Subject knowledge is to GCSE standard in this area. You feel confident to teach this topic even if you have not had a chance to do so yet.
4 = Weak in this area. Not able to teach across the key stages in this area. Subject knowledge is to Key Stage 3 standard in this area. Teaching skills have been demonstrated to an unsatisfactory standard or not at all.
5 = Very Weak in this area. Not able to teach across the age ranges in this area. Subject knowledge is very limited or has not been studied at all. Teaching skills are very unsatisfactory or have not been demonstrated at all.
*Refer to NC and GCSE/A level syllabuses for more detailed outline of topic content.
DATES WC / Initial / Audit 1 / Audit 2 / Audit 3*Subject Knowledge
Core Competences for Technology
C1. understand and use a range of strategies and approaches to identify and clarify design problems. (e.g. analyse an existing product with the view of improving it; observe a product being used with the view of improving its performance for the user; use a modern or smart material as a starting point for a new product – e.g. an EL panel);
Initial / Audit 1 / Audit 2 / Audit 3
C2. compile a design brief and specification. Know that a product design specification may have a number of requirements (e.g. functional, aesthetic, economic, technical) and use these to evaluate (see below) design ideas throughout designing and making;
C3. research a wide range of information sources appropriate to the problem. Analyse and select this information to inform their designing (e.g. research an art and design movement, conduct 'taste testing', seek the views of an end user/expert);
C4. use creative thinking strategies (divergent thinking) to generate a wide range of novel and innovative ideas when designing (e.g. mind mapping, mood boards, thinking hats strategy);
C5. use appropriate strategies to record their ideas when designing. This will depend on the specialist fields and the nature of the design and technology activity within that field. (e.g. sketches, samples, swatches, 3D models, graphs, digital images, prototypes);
C6. use critical thinking skills (convergent thinking) when evaluating design ideas. To use the specification as a means of evaluating their ideas and progress throughout the designing and making of products and systems and use this for evaluation purposes and to inform future designing (e.g. attribute analysis);
Initial / Audit 1 / Audit 2 / Audit 3
C7. use techniques, processes and procedures appropriate for each of the specialist fields to manufacture products and systems;
C8. when planning and conducting design and technological activities give due regard to Health and Safety of their pupils, themselves and other adults and be aware of current, relevant Health and Safety responsibilities, legislation and liability. (For more detail regarding all aspects of Health and Safety please refer to Health and Safety training Standards in Design and Technology (DATA 2000));
C9. develop an understanding of quality when designing and making (e.g. meet a clear need, show fitness for purpose, visual and sensory elements of products and systems);
C10. an awareness of industrial methods and approaches to design, manufacture and quality control on production (e.g. batch, mass and continuous flow production);
C11. have an understanding of citizenship and values and how these relate to Design and Technology (e.g. sustainable design such as recycling materials, designing products with dual functions, GM foods, alternative/renewable energy sources, fair trading). (Refer to NC Document: Citizenship at key stages 3 and 4. Initial Guidance to Schools (QCA 2000).
C12. critically use ICT to enhance teaching and learning in Design and Technology using modern technologies (e.g. Interactive whiteboards, scanners, digital cameras, and presentation applications). Refer to specialist fields for specific use of ICT.
(Refer to Using information and communications technology to meet teaching objectives in Design and Technology: Initial Teacher Education. Secondary (TTA, 1999);
C13. understand the historical and current rationale for Design and Technology education within the curriculum, across primary and secondary phases and including links with other subjects (e.g. art, maths and science);
C14. understand the contribution Design and Technology makes to pupils numeracy, literacy and language development including technical language when talking and writing about designing and making;
C15. nurture a creative teaching and learning environment where pupils feel confident and safe to experiment, explore and take risks.
After you have graded yourself at each audit point against each bullet point within the subject topic you must select once where you have the most need to develop and outline some research and reading for yourself, using the Action Steps tables for each audit point starting on the next page. You should use evidence of practical planning and teaching as well as research.
Action Steps for each Audit point.
Audit point: ATS initial / DATE: WCAspect of topic to be addressed (refer to NC and GCSE/A level syllabuses) / Action to be taken including: the title of books, names of websites, course to be taken, interviewee, observation date etc / Tick when completed
Audit point: ATS Term 1 / DATE:
Aspect of topic to be addressed (refer to NC and GCSE/A level syllabuses) / Action to be taken including: the title of books, names of websites, course to be taken, interviewee, observation date etc / Tick when completed
Audit point: ATS Term 2 / DATE:
Aspect of topic to be addressed (refer to NC and GCSE/A level syllabuses) / Action to be taken including: the title of books, names of websites, course to be taken, interviewee, observation date etc / Tick when completed
This last action step table should act as a ‘Summative exit form’ where you list all of the areas you have yet to develop in. If you have a position at a school as an NQT look especially at areas from their curriculum and Schemes of Work that you will need to develop in before you teach them. It would be a good idea to gather school resources, Schemes of Work and relevant GCSE and A level syllabus to help you with this process. This table is something that can be added to the CEDP and shared with your new mentor. Add as many rows as necessary.
Audit point: ATS Term 3 (fed into CEDP) / DATE:WCAspect of topic to be addressed (refer to NC and GCSE/A level syllabuses) / Action to be taken including: the title of books, names of websites, course to be taken, interviewee, observation date etc / Tick when completed