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

By Gwyneth Owen-Jackson

Containing a wealth of sensible actions and fabrics that supply first-class possibilities to examine studying and function inside layout and know-how, this e-book additionally comprises case stories and examples of present strong perform and a variety of tried-and-tested techniques. particularly designed to be written in at once it offers an invaluable checklist of development and is observed via a Companion Website. Designed for use by way of scholar academics, NQTs and starting lecturers, this workbook covers each one major expert region of layout expertise: electronics and communications know-how (ECT), meals expertise, fabrics know-how and textiles expertise. themes lined comprise: layout and expertise within the institution curriculum the significance of healthiness and safeguard using ICT within the instructing of layout and expertise making plans classes dealing 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 coach layout and expertise within the Secondary university (also released through Routledge), yet is also 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)

Example text

As a materials technology specialist you may be expected to be able to teach pupils aged 11–18 to design and make products primarily using wood, metals and plastics; if this is your second area of expertise, you will be expected to teach it to pupils aged 11–14. Applying your expertise to teach pupils to design and make is an enjoyable and rewarding task. It is also a daunting one, especially if you have not sufficiently planned and prepared the lesson! The latter is important; you must design and make your own examples of the projects you set for pupils as this will give you insight into the difficulties that pupils may face and provide ideas about opportunities to extend projects.

I would suggest that we begin by describing what occurs in food technology as ‘food product development’, a term used in industry and one that better describes designing in food. Some of the designing strategies used in other focus areas, however, can be adapted for food product development and many teachers are using activities from the National Strategy materials for Design and Technology (DfES 2004). It is important to remember, though, that it is unlikely that pupils will need to draw their food product ideas; they will illustrate ideas through amended recipes, nutritional or costing analyses and through modelling (practical making).

27 GWYNETH OWEN-JACKSON SUMMARY This chapter has briefly considered what is taught in food technology and made recommendations for you to audit and monitor your own subject knowledge. It has discussed the role of ‘designing’ within food and suggested that you review the food product development activities that pupils in your school undertake. Constraints on the teaching of food technology have been considered, and although this has raised more questions than answers, it is hoped that it will have enabled you to consider provision in your own school and how you can make best use of this.

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