I have desp. wanted to do this in my dept.for years. From my understanding....as a D & T Teacher you should be able to cover all areas in KS3 - that was part of your training?!? (although I never did food during my training- our food teacher produced a project booklet that everyone followed)

We have done it in yr 7 this year and it has worked really well. The first time we have been able to properly monitor and track pupil progress. We are able to take longer with some groups, add extentions with others, Deviate if wanted etc. (although this would only work if you stayed mainly in one room). Although slightly reluctant at first...all my staff have really enjoyed teaching a greater variety.

We did an audit of what we felt needed to be covered across the year, the best projects and then bought all the resources together in one folder. Staff could then add items as they went along. There is far more sharing of ideas and teaching aids than we have ever had.

Our only problem now is due to timetable restrictions we are unable to bring it to Yr 8 and 9.

Problems with it: Moving around rooms is a hassle, Staff that are not confident/not interested in learning a new area (or weak).

Not sure what specific training is needed for food - Hygiene (?) we havnt done it and was never mentioned by the food HOD. Machine training is only needed if that staff member is going to use the machines - could the technician not prepare the materials in advance? Otherwise organise a one day train all staff together session with someone from the DATA website.

Hope this is of use....DATA have been trying to encourage this for years.

I trained as an RM and Textiles teacher. However, I only ever did one placement of textiles (a single half term), and have never taught it again. I regularly now teach Graphics, Systems/Electronics, and have taught Food too.

Same as any project, you just have to make sure you understand it before you teach it - it takes some prep time, but it's well worth it in the long run :)

  I could see it working upto say Y8, but surely you want speciailist teachers teaching good projects at Y9 so we can attract the students for GCSE. We are already having to fight givernment action on downgrading D&T so why give senior management further amunition that maybe D&T is not a valuble subject as anyone can teach any part of the subject.

I certainly was not trained in all areas of D&T and at one of the major D&T teaching centres trainee teachers are only expected to do there specialist subject and opt for 1 other. And from my experience of working with a number of trainee teachers as a mentor they don't get a significant amount of time to train in this second subject.

Yes we have tried it but whilst it may be a better way of tracking progress the overall progress is lower. It stands to reason that if I teach electronics I am only able to teach to SOL not able to stretch the more able in class. I can't see why a circuit isn't working?

We swop halfway through the year and the students get excited about changing teachers and we don't get to teach a difficult group all year.

However I think it is good for all teachers to be prepared to teach outside their specialisms. It makes every one more appreciative and helps with timetabling. But you have to have a very supportinve team to spend extra time helping each other..

I also agree with Christel. I shudder when I hear and see what is happening sometimes in practical lessons.when taken by a none specialist.

I also think you don't want to pixx off  teachers who are getting high grade work from GCSE students. They'll move on. Especially when equipment is not put back. It all gets very personal.

Is tracking more important than making progress ?

The whole 'I'm not trained in it' argument is silly. Is this real life? A solution can be from any material not just what you're specialised in. We're asking kids to use all materials, why can't the teacher?! It's just a safety net. I've made teachers in my dept do it - good for CPD also. As HOD, I give myself the 'tricky' groups and the other staff pick the others. I want to be seen as being a teacher of Design & Technology, not just a guy who makes stuff from wood. If a solution requires fabrics, I can do it. If it needs a circuit, so be it.... The students - from questionnaires, preferred it and wanted it. DATA also proves it to be true. Most kids don't like the carousel. It shouldn't be 'what are we making in textiles' but just, 'what skills/knowledge are we learning in DT'

We now only do a DT option called 'DT' and run Product Design - students use whatever materials they deem fit and we have classes of 20 odd at KS4. Loads better, but yes, harder work.