By Gwyneth Owen-Jackson
Containing a wealth of functional actions and fabrics that supply first-class possibilities to examine studying and function inside layout and know-how, this e-book additionally contains case experiences and examples of latest reliable perform and a number of tried-and-tested recommendations. in particular designed to be written in without delay it presents an invaluable checklist of development and is observed through a Companion Website. Designed for use through scholar lecturers, NQTs and starting academics, this workbook covers every one major professional zone of layout expertise: electronics and communications expertise (ECT), meals know-how, fabrics know-how and textiles know-how. themes lined comprise: layout and expertise within the institution curriculum the significance of health and wellbeing and security using ICT within the instructing of layout and know-how making plans classes coping with the study room overview concerns the combination of literacy, numeracy, citizenship and sustainability into layout and know-how your personal expert improvement. This booklet enhances the market-leading textbook studying to educate layout and expertise within the Secondary tuition (also released by way of Routledge), yet is additionally used both effectively by itself.
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Additional info for A Practical Guide to Teaching Design & Technology in the Secondary School (Routledge Teaching Guides)
Learning outcomes: Describe, for example, what the pupils gained from engaging in this activity – you should focus on the learning outcomes rather than what the pupils made. 2 continued Now consider the following questions, in relation to this project: Are there any areas that caused problems for pupils? Had they all undertaken the prior learning required? Were there any key concepts that they found difficult? Could they access and use all the resources? Was consideration given to economic, moral and social issues as well as subject knowledge?
SOCIAL, CULTURAL, MORAL AND ECONOMIC ISSUES If pupils are to ‘become discriminating and informed users of products, and become innovators’ (DfEE 1999/QCA, p. 15) then awareness of the social, moral, environmental and cultural issues associated with the textiles industry are important aspects of pupils’ learning. Social and moral issues can be raised in discussion of fair trade issues, with pupils investigating where their own clothing and footwear are manufactured and considering the implications of this, and through the consideration of the environmental consequences of textile work, such as the production of synthetic materials and dyes.
Is the scheme clear? Are the learning outcomes articulated? Are these the learning outcomes that I want for my pupils? Will the scheme interest and motivate the pupils I teach? You might also want to ask whether or not the scheme addresses the cross-curricular issues and themes such as sustainability, or whether it incorporates the use of ICT. Before selecting a commercial resource, you need to consider what you want the pupils to learn and whether or not the scheme will enable this. If not, think about whether you could adapt it or whether it is just unsuitable for this school, these pupils or this particular learning outcome.