utureCLEAPSS

Design and

Technology minds

Autumn 2018

Tomorrow’s world. explored today

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CLEAPSS D&Te-newsletter

Welcome to Futureminds 09.

What a great summer, sun, heat, andlots of interesting stuff for Design andTechnology, Food and Art.

Starting with Art, did any readers get to see the SummerExhibition at the Royal Academy? An ex-D&T teacher fromHertfordshire, managed to get one of his pictures into theexhibition, which was curated by Grayson Perry this year.Congratulations to Martin Barrall, who has taught invarious schools in Herts over the past 30 years.https://www.martinbarrall.com/

The Food Teachers Centre ransome exciting training events andconferences over the summer, and,in its article, also lists a full calendarof events for this term and beyond.

In D&T, summer developmentsinclude the new VocationalCertificates and other technicalqualifications. If you want to knowwhich exams are approved to beequivalent to GCSE or A Level, visitthe government website, which isupdated as qualifications areapproved. Do not assume thatbecause one qualification isapproved for 2018 or 2019, that itwill be available automatically in2020.

We ran training events during thesummer term, including a numberof departmental training days,which are proving very popular.Each day is designed to meet theneeds of an individual department,starting with a theory session onroles and responsibilities, followedby practical risk assessment andthen some refresher work onmachines and equipment.

There is also an element of teambuilding, as an aim of the course isto provide members of thedepartment with the confidence tobe able to rely on each other forsupport and further guidance indeveloping their skills. If you wouldlike to know more, take a look atthe courses section of the website(http://dt.cleapss.org.uk/Resources/Services/Courses/).

In July we held the CLEAPSS annualsafety conference, which was, asalways, a great day to hear fromsome respected speakers and seethe CLEAPSS team in action. Wealso had drone flying, wheredelegates were talked through thelatest guidance (GL262 Drone Flyingin Schoolshttp://dt.cleapss.org.uk/Resource/GL262-Drone-Flying-in-Schools.aspx) and got a chance tofly the CLEAPSS drone, undercontrolled and safe, indoorconditions.

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We also had our summer get-together at CLEAPSS, where wededicated a bench to Pauline Meadwho had worked with CLEAPSS for37 years, and died last year.

Samir (Physics Adviser) ran atraining day for science teachersinterested in working with Arduinodevices. This also involved usingthe laser cutter and 3D printingfacilities to make workingequipment that the teachers couldtake away with them. We arelooking at running a number ofsimilar events over the next year,which will also be open to D&Tteachers and technicians. Watchthe website and twitter account forupdates.

We have also attended a fewinteresting exhibitions andconferences. Of note was the TCTshow at the NEC , which showcasesthe latest ideas in the world ofadditive manufacturing (3Dprinting). We saw some fantasticmetal printing, as well as hundredsof FFF (Fused Filament Fabrication)machines. There is clearly plenty ofscope for more creativity in 3Dprinting because a number ofstands were just producing simpleprints taken from Thingiverse. Inour experience many schools coulddo much more.

We have made some changes tothe CLEAPSS websites. All threesites, (science, D&T and primary)have loads of new resources. Wehave also added a technician’s jobadvertising service to the scienceand D&T sites.

This new feature is for members toadvertise for staff. The online formcollects all the information requiredfor the advertisement, this is thenchecked before it appears on thesite. Details can be found in thesmallprint at the end of this edition,and on the website:http://dt.cleapss.org.uk/Job-Service/Job-Adverts.aspx

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When considering thepurchase think aboutissues such as: -

Actual portabilityHow robust is the trolley? Will it withstand frequentmovement between areas,over door sills? What are thedoor widths and are there anysteps or other obstacles toconsider?Cookers are not built as‘portable’ items and withrepeated movement maybecome damaged.The fridge unit will obviouslyonly work when plugged inso will not remain at aconstant temperature ifmoved around and thereforecannot be used to storeingredients.

Use by pupilsMost of the units for sale aredesigned for adult use only to‘demonstrate’ cooking andnot designed for pupils use(for example the cooker andsink unit height). There aresome units with adjustableheight work space areasavailable for an extra cost.

HygieneThe hand washing unit needsto be kept clean betweenuses, to prevent problemswith stagnant water etc. andhas to be filled with pre-heated water for use. Thevolume of water stored wouldlimit the number of handwashes before it needs to bere-filled.

Safety StandardsThere are no British /European standards for‘mobile kitchen units’. Forexample, the cooker maybecompliant with EN 60335-2-6, but this covers the safety ofstationary not portableelectric cooking ranges.

Value for moneyThese units can cost between£3,000 - £4,300, an amountwhich could fund all, or partof, a permanent kitcheninstallation or refurbishment.

Risk assessmentsRisk assessments on the use ofa unit need to cover not onlythe curriculum activity butalso the movement of theunit, and its location in eachteaching area. The school’sfire safety risk assessmentwould also need to beupdated/reviewed to includeits use.

For further information onfood safety and foodtechnology teaching see theASE ‘Be Safe!’ booklet(https://www.ase.org.uk/home/) a useful resource tohave in school, and theCLEAPSS Design andTechnology Website(http://dt.cleapss.org.uk/).

Further advice on fire safetycan be sourced from the HMGuidance(https://www.gov.uk/government/publications/fire-safety-risk-assessment-educational-premises) or theWES Safety and PremisesService.

Mobile KitchenUnits in Primary

schools

by Sarah Parker, Warwickshire Education, Safety and Premises Services.

Are you considering purchasing amobile kitchen unit to

enable/extend the teaching of foodtechnology without a permanent

pupil kitchen available?

Many such mobile units are nowavailable, and can come with acombination of oven & hobs,

preparation areas, fridges and ahand wash sink.

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A year ago, a family support worker who'd seen some of our artwork mentioned to us that Jacci Bullen, Play Specialist at Ormskirk Hospital, Lancashire, wished to have a mural painted on one of thetreatment room walls. The idea was that the painting would be interesting and colourful, brighteningup the ward and be a source of diversion for the children receiving treatment.

Jacci was great, collating ideas from colleagues and clients, in the end suggesting an underwatertheme, as well as providing a list of particular things to include; starfish to count and seahorses to

search for. We drew up a sketch incorporating these various ideas and were delighted when it was accepted.

Jacci approached a local paint supplier, Tony Owen from Crown Paints, and he generously supplied all the paints andvarnish free of charge. We went to his shop in Southport and from a vast range chose a selection of high-qualitypaints of gorgeous colours. I asked Dave Parry at CLEAPSS about health and safety practices and regulations, toensure that our chosen materials complied.

Dave went suggested a few things to consider, such as checking the Safety Data Sheets (SDS) of the paints, to ensurethat they were safe to use with children, and that storage and disposal was okay. He also checked some other aspectsof health and safety, so that we felt that we had everything covered.

The work done on the children’s ward is amazing. The ward has a wonderful atmosphere and the staff are pleasantand were always encouraging. Jacci made us feel very welcome, making up a basket for us with tea, biscuits andthermal mugs, so we could keep fuelled. We were grateful to have the opportunity to paint the mural. It was a great privilege.

It is possible that we may be doing another—so watch the space!

Wall Paintingby Yvonne Smallwood, science technician

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By Robert Vine and Holly Bonnett, of Festool

Festool is a long-established,German power tool manufacturer.We have been working withCLEAPSS and are pleased to alsobe involved with educationalprofessionals in many schools andcolleges, as well as trainingproviders.

Festool tools have been designedand manufactured in Germanysince 1925 with the goal ofmaking life easier for professionaltradespeople.

The company think systematically,right down to the finest detail.Our philosophy that “things workbetter when everything fitstogether” is reflected throughoutthe product range, whichseamlessly connect and can beused as a system.

All dust extractors, guide rails,multifunction tables and storagesolutions, work effortlesslytogether to give superior results.With over 350 patents and morethan 80 awards, proves thatthese principals are worthfocusing on.

Our passion for quality goesbeyond the tools we manufacture.We value the importance ofhelping train the next generationof professionals and tradespeople.Therefore, we offer a FestoolEducation Scheme to enablecolleges and educationalorganisations to gain access tohighly sophisticated, highlyadvanced tools. The FestoolEducation Scheme offers toolsthrough tool loans and discounts.We hope that this ensuresstudents can learn with the besttools from the very start of theircareer. Our team of dedicated,highly skilled experts support,lecturers and students withproduct training and are on handto inspire and assist in students’development.

"Working with passion for peoplewith passion. That's what we do".Gottlieb Stoll, founder of Festool.

To discover more about Festoolvisit www.festool.co.uk

For further information on theFestool Education Scheme, pleasecontact: Robert.Vine@festool.com

Do you Tutor Designand Technology?

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Collaborative D&T workKrysia Balance, the Whitby High School

For the last couple ofyears D&T staff at BrineLeas and Whitby HighSchool having beenworking together todevelop a range of miniprojects for students inKS3. One of theseprojects is the ‘pennywhistle’, based onengineering concepts.

At Whitby High School we operate a carousel rotaacross KS3 offering a range of disciplines in eachyear. Each project has a different focus based onthe material area. Projects are developed to focuson two or three aspects of the design process,but all include health and safety, and themanufacture of a product.

It was felt that as students progress through theschool their basic skills of marking out, use ofhand tools and application of health and safetywere not being developed and appliedindependently to the level we expected. Toomuch time was being spent on reviewing andrepetition of use rather than developing new skillsand pushing students for higher grades.

These concerns lead us to collaborating with theBrine Leas school to develop some practicalteaching ideas.

The design input in the ‘penny whistle project’ isdeliberately restricted so that students can focuson the marking out using engineers blue, the useof V-blocks, surface gauge, dividers and centrepunch to mark out the position of the holes. Theuse of the pillar drill and cordless drill aredemonstrated but these are linked to aproduction line technique and the use of ‘poka-yoke’ to continually improve accuracy andefficiency. Traditional skills of soft soldering areused to attach the mouthpiece to the body of thewhistle.

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...continued from page 7Collaborative D&T workKrysia Balance, the Whitby High School

The ‘penny whistle’ has undergone manychanges with the most recent version using bothjigs and formers to create the mouth.

The nature of the process means that studentsare encouraged to work together to support eachother. Whistles are hand polished and cleanedprior to use.

All of the processes require students to be fullyaware of their own health and safety and that ofothers in the room. They are required toundertake a risk assessment, have anunderstanding of the properties of the materialsthey are using, as well as the workingenvironment.

As the whistles are completed, students areactively encouraged to evaluate them by playingthem in D&T lessons. A range of popular songshas been downloaded from the Internet forstudents of all musical abilities. All students studymusic in year 8 and we are developing theproject so that the whistle can be used in musiclessons.

Brine Leas is working in collaboration with theWhitby High School design and technologydepartment to further develop the project.Students at the Whitby High School have alreadymade their first whistles and, as a result offeedback, the project has already been modified.We are looking at a range of furtherimprovements to the project. One possible idea isa ‘musical play off’, East Cheshire vs WestCheshire’. We look forward to future challenges.

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enclosing yourby Dale Charnock, Secure Micro Solutions Ltd (SMS) 3D printer

Over the past few years SMShas been involved in thetesting of 3D printingmachines and materials withCLEAPSS at the HSE labs inBuxton. The guidance ,whichwas written following thesetests, is available on theCLEAPSS web site.

The results of these tests led SMS todevelop a safety cabinet thatencloses the printer and has filteredextraction to control harmfulemissions.

Manufactured in the UK and testedat the HSE labs, the SMS SafetyCabinet (SC) works on the principalof drawing in clean air throughlower vents, and gently washing itover an operating FFF desktop 3Dprinter before exhausting it back outthrough a specially treated 'easilyreplaceable' high volume HEPA /Active Carbon Filter system. Thisremoves the harmful emissionsbefore the circulated air is returnedto the room. Many differentfilaments were tested and found toproduce ultrafine particles andvolatile organic compounds (VOCs)during the desktop FFF / FDM 3Dprinting process. The SC filtersystem removed 99% of theseduring comprehensive ‘real time’testing at the HSE labs.

The SC has many additional safetyfeatures. It is fully enclosed and hasa lockable front access door whichcan prevent access to potentialhazards present on most desktopFFF 3D printing machines,including:

• Trap or entanglement hazards (fingers, hair, clothing etc.) caused by mechanical parts and belts moving on an open or exposed gantry systems

• Burn hazard from the hot 'printing head' often reaching temperatures in excess of 250oC and the 'heated build plate' sometimes reaching temperatures exceeding 100oC

Additionally, the cabinet will helpreduce noise from the printer andcooling fan during operation.

The lockable SC can be fixed to thedesktop surface, preventingopportunist theft of the printer orthe SC itself, and denies anyunauthorised access to the machine.

The enclosed SC prevents gustingdrafts of air caused for example byan open door or window. Suchgusting drafts can seriously affect thefinal quality of any 3D printedmodel. The SC is constructed of steeland fire-resistant clear PETG sheetmaterials

A fully automatic fire extinguishercan be added inside the SC,triggered by extreme temperaturewithin the enclosure.

Also an option is a heat detector unit that operates in a similar way toa domestic smoke detector, butemits a continuous piercing alarm if the heat in the SC risessignificantly above expected levels(around 55 oC)

With the addition of these twooptions, the SC would suppress thespread of any 'open hearth' fires inthe case of a catastrophic machinesystem failure (most relevant to nonCE approved and home DIY-constructed 3D printers)

LED lighting can also be added toenhance the SC, 3D printer and themodel that is being printed. This isparticularly useful for videoing 3Dprints , and observing the machinein poorly lit areas.

An independent heater system canalso be added to establish anincreased ambient printingenvironment temperature. This canprove beneficial for printing withsome of the more exotic filamentmaterials.

for more information clickwww.securemicrosolutions.com

Food Teachers Centre is a UK-based self-helpgroup for secondary teachers, founded byLouise T Davies in 2013 and supported byexperienced associates. There are over 5,000active teachers in the group. It provides aplatform to exchange best practice and giveadvice and support to less experiencedteachers, answering practical concerns andkeeping them abreast of the latestcurriculum changes. It is a one-stop shop forlike-minded professionals who seek helpthrough authoritative and accurateinformation.

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The idea of the Teachers Centre is a responseto the lack of local and national specialistsupport and diminishing continuingprofessional development with the demise oflocal authority advisers, advanced skillsteachers, lead practitioners and supportingorganisations.

The Centre utilises new technologies and is avirtual centre not requiring a physical space,but providing the same high-quality servicethat our traditional teacher centres wererecognised for. We use Facebook with a closedgroup for members only and a public page forothers. We have our own website as well asTweeting regularly.

The Food Teachers Centre offers:

• creative and innovative ideas and action• practical solutions• learning and sharing

F 0 0 D T E A C H E R S C E N T R E R E S O U R C E B A N Kby Suzanne Gray, Food Teachers Centre

Continued on page 11...

Has anyone got.......? How can I do this…..? Weall try to help when we can, but this group isnow so large, and we have been going fornearly five years, so there are several thousanduploaded files in the Facebook group.

When members need a resource, the first portof call is the files section in the group. There isalso a relatively new feature, where we can taga discussion thread with a topic tag. We canthen encourage members with particularquestions to refer back to the relevant topicthread to find answers.

We also have the amazing shared library thatwe call our Resource Bank. All our files arebacked up in there. Not only does this keepthem safe for future use, but it also ensuresthat they can be located easily. My job is toupload members submissions to the Facebookgroup regularly, edit and categorise them withkey words that make them easy to search for. Ialso review older files and remove those whichmay be out of date, or have information inwhich may have changed , for example, dueto legislation.

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F 0 0 D T E A C H E R S C E N T R E R E S O U R C E B A N KIn order to upload to the resource bank,members put their work into the files onFacebook and I upload from there. That waywe can ensure the safety of the Bank fromviruses and other malware.

The files and folders cover all aspects of foodteaching, focussing on skills; techniques; foodsafety; food science as well as the day-to-dayrunning of a successful food room.

We encourage members to upload usefuldocuments, such as copies of the letters theymay have sent home regarding examarrangements or praising students that mayhave had a successful lesson. A food teacher’slife is very busy and full, and so any help withprepared letters, PowerPoint presentations,resource files, worksheets, etc, is always gladlyreceived.

In many of cases, having the files readilyavailable for all registered users means thatwith a little bit of modification, a file,PowerPoint presentation or document couldbe personalised to the member’s school andavailable in seconds, ready to use. A verypowerful support indeed.

Other upcoming events and

activities include:

Food Boost Face-to-FaceSaturday 3rd November

University of West London, Ealing.

Keynote presenters - Louise Davies and Ross

Morrison McGill

https://www.eventbrite.co.uk/e/food-boost-

face-to-face-london-registration-

49421122909?aff=efbevent

Food Safety in Classrooms:Parklands High School, Chorley, Lancs,

PR7 1LL

9.30 – 4.00 Tuesday, November 20th

https://foodsafetychorley.eventbrite.co.uk

Schools Game Changer REGISTRATION

Openhttps://schoolsgamechanger1819.eventbrit

e.co.uk/

Online Training:Barbara Monk’s Food Science Tutorials

https://winterfood-science-

tutorials123.eventbrite.co.uk/

Flexible Learning and Accreditation in

Food Safetyhttps://foodsafetywinter2018.eventbrite.

co.uk/

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droneracingby Lee Robinson of the British First Person View Racing Association

(BFPVRA)

What do you get if you mix virtual realityand a drone? You get first person view(FPV) drone racing! A high octane, fastpaced sport that is controlled remotely by apilot using a radio and goggles to give theuser a view from ‘the cockpit’ of the drone.Imagine formula 1 but with no wheels!Flying through the air at up to 80-100mphtrying to complete a track as fast as youcan.

A racing drone is a modelbetween 130mm and 280mmdiameter, with four motorsand a number of electroniccomponents all connected(either built by yourself or youcan buy them assembled), aflight controller which is thebrain of the drone, a cameraand a video transmitter, addsome propellers then plug inthe battery and away you go.

Drone racing in the UK hasbecome increasing popularover the last few years withmore and more peoplegetting involved in the hobbyand starting to race. The aimof racing is to complete asmany laps of a pre-built track,consisting of half-moon shapegates, elevated hoops andother structures, as quickly aspossible.

All this is done whilst using apair of goggles that look like avirtual reality headset, acontroller to move the drone,and lots of concentration.

Build or buy?You can build your own racing drone from partsavailable from various hobby shops across the UK.There are lots of online videos, which show what youneed to buy and how to put it all together. There is alot to learn, including how to solder, work withelectronics and diagnose problems.

Let’s have a rundown of some general parts needed to race;

• Frame – this is usually made from carbon fibre for its strength in crashes (which will happen a lot) and the ease of replacing broken parts.

• Motors – you will need 4 motors (you can run three motors and these are called tri-copters) to give your dronethe power it needs to get up to speed.

• Electronic Speed Controllers – you need 4 of these, or you can get them in an all-in-one package. These connect to your motors to control how fast to turn, in what direction and for how long.

• Flight controller – this is the brain of the drone and controls the movement, take off, landing, etc.

• Video transmitter – this is a bit of electronics that send the video signal from your camera to your goggles so that you can see as if you were sitting on the drone.

• Camera – this is what you need to be able to view where you are going, in conjunction with the video transmitter, itsends the video stream to your goggles. The quality is about as good as a CCTV camera.

Continued on page 13...

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droneracing• Receiver – this is a small piece of electronics, that, once

connected to your flight controller, will connect to your radio so the drone will react to your commands.

• Radio – you will need a way of controlling your drone, most radios are like typical remote-control radios for RC planes etc. There are quite a few on the market, some cheaper than others.

• Goggles – these allows you to see where you are flying when racing. There are two main styles: box goggles which have a single screen covering your eyes; and fat shark style, which have two screens but the images merge into one when you are viewing them because of the closeness of the small screens to your eyes. You also run a video module to receive the video stream from the drone.

Buy one fully builtYou can buy prebuilt dronesthat will normally require justa battery, a connection toyour radio and away you go,this is great to get goingquickly, the downside is youmay need to learn how to fixsomething if you break it,which may mean many nightswatching YouTube videos.

Drone racing in the UKIn the UK, drone racing hasrisen in popularity over thelast 12 months. There are anumber of events held acrossthe country for people to raceagainst friends and rivals, tobattle out who is the fastestpilot in the UK.

We have two main types ofevents: league events, whichas you would expect is a tableof pilots challenging for thenumber one spot in the table;and British Championshipqualifiers which is anotherleague where the pilotscompete for a place in the UKchampionships and becrowned the UK champion.If you would like to knowmore about the UK droneracing scene then please visithttp://bfpvra.org/ or search‘BFPVRA’ on Facebook.

by Lee Robinson of the British First Person View Racing Association(BFPVRA)

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The importance of the PATTERN CUTTERby Dawn Foxall, Textiles Skills Academy

Courses are available at:

Nottingham TrentUniversity: PGCert - Creative patterncutting

University of the Arts,London (UAL): BA(Hons) Fashion patterncutting

University ofHertfordshire(UH): Short courses in Fashionpattern cutting

Fashion TechnologyAcademy(FTA)(Haringey):L1 & L2 Pattern cuttingcourses for industry.

Morley College: Short courses in Patterncutting

London College of Fashion(LCF): Short courses in Patterncutting

We are all aware of the vast array ofjob opportunities the fashion andtextile industry offers, and itscontribution to the economy (itprovides employment to 880,000people across the sector, and accountsfor £62 billion (6%) to the UKeconomy). However, the role of patterncutter which is incredibly important,often gets forgotten or sidestepped, asdeemed not glamourous enough.

On the wave of a current worldwide boom inclothing manufacturing, the industry is indesperate need of highly skilled, talented andtechnical people, including pattern cutters andgarment technicians.Colleges have started to pick up on this,offering qualifications in the technical areas ofmanufacturing with creativepattern cutting at the

This is a highly paid and exceptionallyimportant role, but the title Pattern Cutter doesnot evoke this, unlike the more glamorous‘Designer’ title. In reality, the designer cannotdo without the pattern cutter. No matter howgood the designer, they will not succeed if notsupported by a good pattern maker turningtheir creative ideas into wearable garments.

The pattern cutter works to translate the ideasand drawings of the designer into a workablepattern for the sample machinist to make up.The pattern cutter and designer, therefore,need to be in-tune with each other, developinga strong relationship to enable a completeunderstanding of the designer’s ideas. It iswrong, therefore, to consider the designer andthe pattern cutter as separate roles. Theyconstantly work together and, ideally, supporteach other to produce the best results. Withinthe industry itself there has always been ahierarchy with the head designer taking thelead but in reality the pattern cutter is just asimportant.

This is not the easiest career path as it requires training and studying in both manualand computerised pattern cutting. It alsorequires an eye for good fit and knowing what works, together with an enquiring mindand an ability to solve puzzles. You also need to be able to work in a team and buildrelationships with, sometimes awkward, clients!Pattern cutting may not at first appearglamorous, but it can be the path to a very rewarding and limitless career.

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The EBacc effect on the teachingof textiles in schoolsIn the summer 2018 edition ofFutureminds, I wrote about a petition tolook at reinstating the stand-alone textilesGCSE. This ended in early October, but Icontinue to have some concerns that D&Tdepartments, and textiles teachers inparticular, may like to consider whenlooking at curriculum development.

At least one of the awarding bodies thatoffer GCSE D&T are offering support toteachers transferring from GCSE D&T to art& design. This illustrates an increasing moveto take textiles out of D&T and move it intoart. This could mean that students aremissing out on access to vocationalqualifications in a subject that is urgentlyrequired to support industry skillsshortages.

The textiles industry is desperate for skilledpeople, particularly in garmentmanufacture, as the boom in fashion andtextiles continues. This concern may not beaddressed if textiles becomes a facet of artrather than a material in D&T.

FE colleges often offer courses that schoolsdo not, such as vocational qualifications,which give students a greater awareness ofthe world of work in that material area. Thisis particularly relevant for the textilesindustry. However, having textiles as part ofthe D&T suite of materials, rather than aminor aspect of an art GCSE, is more likelyto enable students to become aware of therange of creative and technicalopportunities the industry can offer.

A 2016 survey, based on statistics publishedby Ofqual, showed a fivefold decline in thenumber of pupils taking GCSEs in artssubjects in that year, and entrants for A-levels in arts subjects dropped by 4,300.This general decline in entrants, and thechange to the new D&T GCSE, means thatexposure to textiles careers advice and anawareness of opportunities in the textilesindustry for pupils will also be declining.

by Dawn Foxall, Textiles Skills Academy

Continued on page 16...

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The EBacc effect on the teachingof textiles in schools

The ‘EBacc effect’ is a common concernacross all creative subjects, where pupilshave their GCSE options for D&T or artlimited, meaning fewer pupils have theopportunity to study textiles, either as amaterial in D&T, or as a creative pathway These subjects provide a creative space for

pupils to experiment and develop skills thatthey would not develop in a whollyacademic curriculum. The implications arewidespread, from lack of skills to lack ofcreative thinkers in all industries.

Andria Zafirakou (Global Teacher Award2018) recently commented that creativearts subjects were being “squeezed out ofthe curriculum” at a time when they hadnever been more important. “They are notonly essential for personal growth and self-understanding, but they also teach youngpeople to think creatively, learn tocommunicate effectively and buildresilience. All these skills will be importantfor the jobs that they are likely to do whenthey leave school.”Since the EBacc was introduced in 2010,more than a quarter of schools havewithdrawn some of their creative subjectcourses.

A letter signed by over 100 influential artistspublished in The Guardian (May 2018)called on the government to reverse itsdecision to press ahead with the EBacc. Itstated that this policy:

It makes economic sense for thegovernment to re-evaluate what ishappening to creative arts education in thiscountry and its long-term effects. Forschools, it is important that departmentscontinue to promote the strengths, skillsand knowledge that studying subjects suchas D&T and art bring to the curriculum.

Join the conversation on the Textiles SkillsAcademy site or the Facebook page: http://www.textilesskillsacademy.co.uk/

https://www.facebook.com/groups/textileteacherscentre/

“Will seriously damage the future of many youngpeople in this country.”

“A good education fit for the 21st century, must bebroad and balanced. The EBacc in its current form is

not the way to achieve this.”

“If we care about social mobility, wellbeing andeconomic growth – and if we want our creativeindustries to continue to flourish – we need to

rebalance our education system so that the arts arevalued just as much as other subjects. Every child

should have equal access to the benefits that the artsand culture bring, not just a

privileged few.”

by Dawn Foxall, Textiles Skills Academy

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Product in a Tin CompetitionWill Your School BeNext Year’s Winner?

Over the summer judgingtook place for ourProduct in a Tincompetition. It was anexciting time with thepostman overloaded withparcels, clearlywondering why we’re sopopular from mid May tothe end of July.

Product in a Tincompetition: how it all started

Our competition hasdeveloped a lot since it firststarted in 2013, particularlywith the GCSE changes to bemore in line with the broadermaterials approach of thecurriculum, as well as alsoreflecting the focus onmeeting real user needs. Theidea was inspired by sockssold in a tin by Jollie’s, withthe tin providing a designrestriction for students whilstgiving them freedom to makewhat they wanted.

What students haveto do

Students design a productthat fits into a snack sizedPringles tin, either as it is, orby being folded, rolled ortaken apart. The tin is adesign restriction only andisn’t part of the competitionunless students choose tointegrate it into their design.Products can be made fromany materials but at least twoD&T materials have to beused. On their applicationform students have to outlinethe intended user of theproduct, along with theneeds it meets. They alsohave to justify their choice ofmaterials. Find out moreabout what students have todo athttps://goo.gl/mfzw1C

A focus on learning

One of the aims of thecompetition is to provide abank of flexible teaching andlearning resources that can beused to run the competitionas a whole module of work, ahomework, a club, anextension activity, or even asa context for a mock nonexam assessment. Theresources and ideas could alsobe used by teachers withoutactually entering thecompetition itself. (www.globalgoals.org). Seeresources to support thecompetition athttps://goo.gl/LPJBQ8

The competition is a greatway to get students thinkingabout an unfamiliar designcontext. It’s also a greatvehicle for delivering theorycontent whilst keeping thingsfun. The Pringle tin, forexample, can be used to raiseissues related to poorsustainability (students don’tneed to buy a tin asmeasurements are given).Students are also encouragedto think more deeply aboutusers, user needs, and designproblems beyond their ownexperience, for example, byusing the United Nations 17Global Goals for SustainableDevelopment(www.globalgoals.org). Seeresources to support thecompetition athttps://goo.gl/LPJBQ8

by Julie Boyd, Boyd Education

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Product in a Tin Competition

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by Julie Boyd, Boyd Education

Continued from page 17...

Ugandan bead making. Herentry stood out because it wasdifferent and because of howthe materials were combined.Her entry was also wellexecuted and wouldn’t lookout of place in a shop.Niamh’s application formreflected her design thinkingand how she was inspired,particularly her explanationsabout her use of recycledmaterials and the inspirationfrom Ugandan beadwork. Seesome of the competitionentries at our D&T Roadshowstaking place across thecountryhttps://goo.gl/BCrN5B

How to enter

We recommend teachers runan internal competition andselect entries to submit. Thisallows teachers toacknowledge the work ofstudents who don’t want topart with their work as, unlikemany competitions, actualwork is submitted and not justthe design. With this in mind,this year photo entries will beaccepted. These can’t win aprize but can be consideredfor inclusion on the website.As part of their entry studentsalso have to complete anapplication form (closing date1/8/19).

With thanks to HusqvarnaViking and Coles SewingCentre who sponsored thisyear’s main prize andMindsets who join them assponsors for the 2019competition.

For more information visithttps://goo.gl/mfzw1C orcontact julie@julieboyd.co.uk

The new 2019competition witheven bigger andbetter prizes!

The new competition for2019 has the biggest prizesever. The winning school willget a prize worth over £1200,consisting of 15 Crumblestarter packs sponsored byMindsets, along with half aday’s training sponsored byus, as well as a sewingmachine sponsored byHusqvarna Viking and ColesSewing Centre inNottingham. The student alsogets prizes worth £75 forthemselves. There are also2nd and 3rd place prizes, plus20 very small prizes for otherentries that really impress thejudges.

This year’s winners

This year’s winner was Niamh,a year 9 student from St.Clement Danes School inChorleywood, whose teacherMiss Georgiou did thecompetition as a module ofwork. Niamh’s entry was apair of earrings made frompolymers, metal, paper andtextiles. Recycled plastics werelayered and machine stitched,then fused to a thicker layer oflaser-cut polymer. This wasthen attached to silver earringhooks, along with paperbeads made from magazinesand inspired by traditional

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CLEAPSS small printCompressors and the PressureSystems Safety Regulations (PSSR)

“Our D&T department has a compressor. I’ve heard that the science department has tohave its pressure systems examined every year.

Is it the same with compressors?”

This enquiry was recently emailed to SSERC (inScotland) following an article on the PressureSystems Safety Regulations that was publishedin the SSERC Bulletin 259.

Model steam engines, pressure cookers andautoclaves used in a science department allrequire annual examination under theseregulations. Pressure cookers used in foodteaching also require annual examination, see MRAT 3.030 Pressure Cookershttp://dt.cleapss.org.uk/Resource/MRAT-3-030-Pressure-Cookers.aspx

Most D&T departments will have some sort ofcompressor, such as an:

• air tools compressor

• air brush compressor

• tyre inflator

• grit blaster

• vacuum former/blow moulder

• pneumatics teaching equipment

Some of these compressors require an annualexamination and others don’t. Why thedifference?

Firstly, all the pressure vessels mentioned inthe science and food context generate steam.This means that the regulations requiring aformal examination apply.

Whether or not a compressor needs anexamination depends on the energy thesystem is capable of storing. Physicists will tellyou that the energy in a pressure system canbe calculated from pressure times volume.These same physicists will doubtless behorrified that HSE guidance eschews SI units infavour of bar for pressure and litres for volume.

To work out whether a compressor requires aregular formal examination:

• Find out the volume of the receiver tank inlitres;

• Find the maximum operating pressure in bar;

• Multiply them together.

If the answer is less than 250 bar litres, noformal examination is necessary. (Volume andpressure can be found from the manufacturer’sdata.)

If it is greater than 250 bar litres, the systemmust undergo a formal examnation thatfollows a written scheme of examination. For example, a compressor with a 50 litrereceiver tank and a maximum pressure of 10bar would need examining because 50 x 10 =500, well above 250.

Note that some compressors do not have areceiver tank. These do not need annualexamination.

This article refers solely to examinationsrequired under PSSR. Other inspections andtests may be necessary, for example portableappliance testing (PAT), and regular checkingby technicians. Remember too that allequipment should be in good condition andinspected visually before use.

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New guidance on the use of 3Dprinters

Readers of Futureminds will be aware that weat CLEAPSS have been interested in 3Dprinting for a few years now. We were alsoinvolved in the testing of machines andfilaments carried out at the HSE labs inBuxton. This has lead to a guidancedocument, jointly developed by CLEAPSS andthe HSE, entitled A Guide to 3D Printing inSchools and Colleges.

This is a significant piece of work, and clearlyexplains the need to consider extraction andventilation when using a 3D printer.

The test results identified the need, under theCOSHH regulations, for users to controlemissions. The emissions contained bothVolatile Organic Compounds (VoCs) andultrafine particles.

Under the COSHH regulations, there is ahierarchy of control, the first control is‘elimination’. This means that where it ispossible and practical to do so, the hazardmust be eliminated at source. As the processof heating and reforming the filament in the3D printing process, will create hazardousemissions, the control must be in place toensure that the emissions do not escape theworking area, to present a risk to users.

Working in a well-ventilated area, with lowemissions, may be adequate control. But if youare unsure of the level or content of theemissions some mechanical control measurewill be required.

Further guidance can be found in thedocument, which will be on the CLEAPSS D&Twebsite.

At the recent TCT show, a number of filamentsuppliers were approached for advice aboutthe nature of filaments they were selling, andwhat concern there was over emissions. Noneof those spoken to were able to provide anyadvice. One was able to suggest that ABS wasnot as ‘safe’ as PLA. Most of the suppliers werenot aware of the chemical make-up of thefilaments and none were able to present SafetyData Sheets (SDS). At the show there were inexcess of 500 printers running, only two FFF

machines were seen to have any form ofextraction or emission control in place.

At CLEAPSS we have been working on our ownemission control cabinet, which consists of aPerspex cabinet, with an extraction fan whichdraws the air from within the cabinet, througha carbon and a HEPA filter. Our first tests seemto show that the system does seem to beoffering some level of control, but we havemore testing planned.

The files for making your own version of thecabinet will be going on the website when weare satisfied that it is effective in removingVoCs and ultrafine particles from the emissionsgenerated by the printing process.

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The new Technicians Job AdvertisingService

Over the summer we made a few changes tothe website including adding a technicians jobadvertising service.

This service was first developed for the sciencesite, but we thought it may also be a useful forD&T.

If a school wishes to recruit a new D&T, art,food or textiles technician, there are plenty ofagencies that will charge for this service, forCLEAPSS members, this is available at no cost.

The person wishing to post the advertisementshould go to the Technicians Jobs page andclick on the link next to the recruiter title. Thiswill open an online form that has a number ofcompulsory fields. Upon completion of theform, the data is encrypted and sent toCLEAPSS for checking. When theadvertisement has been approved, it will golive on the D&T site until the deadline set bythe recruiter.

Although the recruitment service is onlyavailable for members, the advertisement willbe posted on the site and will available to bothmembers and non-members.

We will also tweet about the advertisementsand promote them in the email update.

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At #HSE labs today,working on #DSEAR anddiscussing loads of otherstuff health and safety

US military uses #3dprinting tobuild barracks.dezeen.com/2018/09/05/us-…

In the next edition of Futureminds:

Reports from the ASE annual meetingand the BETT show

Updates from CLEAPSS work on newdocuments

Results from our testing of the 3D printercabinet

Updates from the Food Teachers Centre

Updates from the Textiles Skills Academy

News of interesting and innovativepractice in schools

If you have any ideas for articles or otherinformation you would like to see inFutureminds, please get in touch via theHelpline.

Don’t forget you will need the loginand password for the CLEAPSS websiteto be able to access the materials, youshould already have this in school, but if you are having difficulties,contact us 01895 251496, or via the website:www.cleapss.org.uk

You can also follow us on twitter@CLEAPSS_DT

Some recent tweets

#AutonomousVehicles debate for #DT, designideas for driverless vehicles. design-milk.com/nuro-self-driv…

Set up for the #isbaconference, next to thecoffee, can't be bad!

Lots of testing of 3D#fdm filaments in the@CLEAPSS fumecupboard this week, andhood testing.

What can a drone do? Take a lookat the videos from #flyabilityyoutu.be/s96Q2GXgoeE

Interesting day at #TCT2018loads of things to see,including innovative #dt ideasand 3D textiles

Anyone running adarkroom in schooltake a look at thenew #CLEAPSSdocument:dt.cleapss.org.uk/Resource/GL292…If you are using #drones in school, take

look at our guidance:dt.cleapss.org.uk/Resource/GL262…

#TCT2018 hadsome reallyinteresting ideas,but only one#3dprinter with a'bolt on' extractor,note the smallfilter on the rear.