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Importance of d and t
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Transcript of Importance of d and t
Why D&T is important?… or is it?
Justification of D&T in the school curriculum
• Economy
• Creativity
• Digital literacies
• Contribution to STEM
• Life skills
• Making things
• Application of theory from other subjects, I.e. underpins other school subjects
FactsConcepts
Principles
Fundamental operations
National Curriculum Review: Content - the ministerial position
HOW that will be taught teachers will decide
Teaching - the ministerial position
D&T @ NTU
• New team
• Updated programme:– Review of ITT– Review of school curriculum (focus on content)
• D&TA campaign
• D&TA manifesto
• Future proofing’ our graduates
D&T Education Team at NTU
– Alison Hardy (2010): RM/ design/ technology in context
– Paul Boyd (2010): STEM/ electronics– Sarah Davies (2007): design/ textiles– Beverley Lawe (2009): food/ education
studies– Jamie Tinney (2010): design/ E-design/
technology in context
At NTU we support the D&TA manifesto by ….
• delivering a D&T education that is fit for the 21st century• having an integrated approach to designing and making • educating trainee teachers who:
• can teach all materials to key stage 3 with a minimum of one specialism to key stage 5
• are confident in using and teaching new technologies
• are innovative and creative when designing and teaching
Four teaching strategies
Designing without making
Designing and making
Making without designing
Exploring technology and society
Four modules and a common coreYear 1 & 2
Design & Technology in Education and Society
Mainly Designing
Mainly Making
Designing & Making
E-portfolio
Design & Technology in Education and SocietyMainly DesigningMainly Making Designing and Making
Design and Technology in Education and Society (DTES)
• Content:– Nature of education
– Value of D&T in the curriculum
– Thinking skills
– Creativity
– ethical, cultural, economic and environmental factors in society
Initial Ideas - Aimee
Activity Book‘Touchy feely’ book for younger kids
‘Taggies’ books – in E.L.C “interactive blanket”
Activity trail book slightly older kids
Puzzle trail to follow around NC (using pictures & textures)
Design & Technology in education and society Mainly Designing Mainly MakingDesigning and Making
Mainly Designing (MD)
• Content:– Design methodology
– Design in D&T curriculum
– Communication for designing
High Chair
Paint Drying
Model
Folded
Brackets
It Fits!
Seat FrameTapping the hole
Design & Technology in education and societyMainly DesigningMainly MakingDesigning and Making
Mainly Making (MM)
• Content:– Skills in materials (including: materials,
electronics and food)– Selection and application of skills
• Structure:– Year 1: all material areas (to teach KS3)– Year 2: one material area (to teach
KS4&5) and personal development in other areas through D&M
Final Design – Coca Cola Cupcakes
Cupcake no.1
Functions of ingredients
Decorate with popping candy – fun & surprising
Use chocolate instead of cocoa – richer / more chocolatey flavour
Design & Technology in Education and SocietyMainly DesigningMainly MakingDesigning and Making
Designing and Making (D&M)
• Content:– Integrate the skills and knowledge
developed across other the three modules: Mainly Designing, Mainly Making and Design and Technology in Education and Society
– Work with a range of design briefs
E-portfolio
E-portfolio
• To be used by the students to ‘document and reflect upon the ways…(they have) met the learning outcomes’ (Stefani et al, 2008)
• Year 1: document skills learnt• Year 2: reflect on how skills have
been used to design and make• Student-led:
– Document knowledge & skills using Minimum Competencies as a starting framework
– Reflecting on progress
– Identifying their own learning needs
Year 3
• Runs alongside PGCE year
• Modules:– Subject Application Studies: pedagogy,
subject knowledge– School experience– Education and Professional Studies
References
• Design and Technology Association (2010). Minimum Competenices for Trainees to Teach Design and Technology in Secondary Schools. Warwick: Design and Technology Association
• Stefani L., Mason R. and Pegler C., (2008) The Educational Potential of E-Portfolios. London: Routledge
• Swennen, A., Lunenberd, M. and Korthagen, F., 2008. Preach what you teach! teacher educators and congruent teaching. Teachers and Teaching: Theory and Practice, (14(5-6)), 531-542.