By Gwyneth Owen-Jackson
Starting by means of outlining the nationwide curriculum for layout and expertise, features of training Secondary layout and Technology goes directly to examine what layout and expertise is within the basic institution, at exam point and post-16. Vocational skills correct to layout and expertise also are mentioned. There are chapters taking a look at the connection among layout and know-how and the broader social and cultural context. the improvement of cross-curricular abilities and price decisions are mentioned as are sustainability and the position of the neighborhood within the instructing and studying of layout and know-how. jointly, those articles include a valid advisor to stable school room perform, concerning the necessities of the curriculum, and rooted within the expert views of skilled academics.
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Additional info for Aspects of Teaching Secondary Design and Technology: Perspectives on Practice (Flexible Pgce Series)
1988) National Curriculum Design and Technology Working Group Interim Report, Department for Education and Science and the Welsh Office. London: HMSO. SCAA (1995) Design and Technology in the National Curriculum, London: School Curriculum and Assessment Authority. 37 4 Design and Technology at post-16 Gwyneth Owen-Jackson As the examination system at post-16 level has recently changed (September 2000), this chapter describes the new examinations available, and their impact on Design and Technology.
The question will be written in a form which asks students to describe using a suitable mode of response, such as notes and diagrams, grid/matrix or flow chart, etc. ). The question will be written in a form which asks the student to suggest what would happen if … EXAMINING GCSE AND THE NUFFIELD DESIGN AND TECHNOLOGY PROJECT Question type 5 about creative problem-solving The candidate will be asked to develop a personal response to a short technical design problem. The question will be written in a form which requires the student to suggest possible solutions, compare alternatives, select and justify a recommended solution.
4 Respect the values of craftsmanship. 5 Accept responsibility for the consequences of decisions. 6 Acquire appropriate conceptual knowledge. 7 Value knowledge as a tool for the realization of a design rather than an end in itself. 8 Recognize that the possession of procedural knowledge is crucial. 9 Establish designing as a life skill. 10 Develop a set of skills and appropriate knowledge that enable the maturing of views on the advantages and disadvantages of technological developments. This is by no means an exhaustive set of learning intentions, but it does illustrate how one school has begun to interpret a rationale into practical learning intentions.