By Gwyneth Owen-Jackson
Starting through outlining the nationwide curriculum for layout and expertise, elements of educating Secondary layout and Technology goes directly to examine what layout and expertise is within the basic college, at exam point and post-16. Vocational skills correct to layout and expertise also are mentioned. There are chapters the connection among layout and expertise and the broader social and cultural context. the advance of cross-curricular abilities and cost decisions are mentioned as are sustainability and the position of the neighborhood within the educating and studying of layout and know-how. jointly, those articles include a legitimate consultant to reliable lecture room perform, regarding the necessities of the curriculum, and rooted within the specialist views of skilled academics.
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Extra info for Aspects of Teaching Secondary Design and Technology: Perspectives on Practice (Flexible Pgce Series)
Guidance for early years (35 years old) practitioners, Curriculum Guidance for the Foundation Stage (2000), has been greeted with enthusiasm by many and its suggestions will encourage those teaching Design and Technology in the primary sector. The areas of learning identified, and the suggested methods of teaching, provide the ideal platform for encouraging Design and Technology-related understanding. The document suggests planning a curriculum for: personal, social and emotional development communication, language and literacy mathematical development knowledge and understanding of the world physical development creative development.
There is also a large and growing body of expertise in this area of the curriculum,6 and examination boards have an established track record in providing in-service training. So I believe we are in a strong position to match the examination techniques we use to our educational aims and intentions, and there is evidence that the new GCSE specifications (for examination in 2003) are beginning to engage with these issues. As I said at the start, however, the effectiveness of these specifications for GCSE Design and Technology will only be apparent in time, through the practice of teachers and the work of pupils.
However, their concept in the primary school is often not one of difference but of continuity. The two activities are the extreme poles of a continuum: at one end FPTs highly teacher controlled; at the other end DMAs in which children have complete control over the procedural aspects of the work. 1 illustrates this point. Any design and technology activity can be placed on this scale. 2 The increasing procedural complexity of Design and Technology tasks anced against teacher control. Activities may start out as an FPT, moving to be more DMA in nature even when clearly planned as an FPT.
Aspects of Teaching Secondary Design and Technology: Perspectives on Practice (Flexible Pgce Series) by Gwyneth Owen-Jackson