A Practical Guide to Teaching Design & Technology in the by Gwyneth Owen-Jackson

By Gwyneth Owen-Jackson

Containing a wealth of functional actions and fabrics that supply very good possibilities to examine studying and function inside layout and expertise, this publication additionally comprises case experiences and examples of present reliable perform and quite a number tried-and-tested ideas. specifically designed to be written in at once it offers an invaluable checklist of development and is followed through a Companion Website. Designed for use by means of pupil academics, NQTs and starting academics, this workbook covers each one major expert quarter of layout know-how: electronics and communications know-how (ECT), foodstuff know-how, fabrics expertise and textiles expertise. subject matters lined contain: layout and know-how within the university curriculum the significance of healthiness and safeguard using ICT within the educating of layout and know-how making plans classes handling the school room review concerns the combination of literacy, numeracy, citizenship and sustainability into layout and expertise your individual specialist improvement. This ebook enhances the market-leading textbook studying to coach layout and know-how within the Secondary university (also released by way of Routledge), yet is usually used both effectively by itself.

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Additional resources for A Practical Guide to Teaching Design & Technology in the Secondary School (Routledge Teaching Guides)

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How will they record the results? • What will the follow-up activity be? 3 Reviewing schemes of work Look again at the schemes of work for Key Stage 3 food technology in your school. Read carefully all the schemes and answer the questions below. From the schemes of work for Key Stage 3 food technology in your school, answer the following questions: • What is the balance of practical and written work – do pupils engage frequently in practical work? • Do pupils’ practical skills develop so that they learn more complex skills?

What knowledge and skills will the pupils learn? Are these clearly articulated? Where might pupils experience difficulties? Are you prepared to respond to these? What resources are required? Are these available, if not, how do you obtain them? Throughout Key Stage 3, do pupils’ knowledge and skills build progressively, increasingly becoming more complex and challenging? g. literacy and numeracy? Do pupils have opportunities to work with ICT within the materials technology context? Are economic, social, moral and cultural issues addressed?

However, as with any teaching, you should consider carefully the purpose of using product analysis and match the activity to the intended learning. 1 continued Year group Design and make activity title Food product development activities 7 8 9 Now consider the following questions: How much variety is there in what pupils are asked to do? How effective are these ‘design’ activities? How well do they help the pupils develop new food product ideas? Does their food product development work include using ICT to model nutritional aspects of dishes, changing the ratio of ingredients, or change ingredients to affect the cost?

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