Loughborough University Library: Open Journals
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Technology Teaching for the 21st Century - The ScanTEK Approach
Get PDFThe LJ Group, based in Norwich, provides computer-based resources for technology education. It is internationally respected for its vocational training systems, particularly in the field of electronics, which are used by organisations such as The Ford Motor Company, British Airways, Electrolux and all branches of the armed forces.Following the success of its ScanTEK 2000 modular teaching program in the USA, the company has recently launched the system to the UK primary and secondary educational sector. ScanTEK is receiving an enthusiastic response from teachers and pupils alike and it is currently used in more than 60 school technology laboratories. Over 26 technology themes are available, each with interactive software and specially designed computer-linked hardware, which build into an exciting technology laboratory. The laboratory is managed by the ClassAct™ softw
Using the Nuffield approach to teaching 'structures' at Key Stage 3
Get PDFThis article discusses the use of knowledge and understanding in designing, focusing on the area of structures and exploring the use of an INSET session to adapt a designing and making assignment (Capability Task) so that it requires the use of particular materials and an appreciation of their structural possibilities. The use of focused practical tasks (Resource Tasks) for learning both structural principles and design strategies is described. The results of the teachers' designing and making are presented and the use of outline sketches as starting points is discussed. Finally, teachers' comments are included
Using the Nuffield approach in a special school
Get PDFI am primary trained and have responsibility for design and technology within the school. I find that the Nuffield materials have given me the ability to develop my own tasks and associated scheme of work. I have written a capability task (designing and making assignment) based on the investigation of mechanisms and the design and construction of a mechanical toy
Preparing D&T for 2005 - Moving Beyond the Rhetoric The DATA Lecture
Get PDFProgress so farMany of us here will remember the difficulties of the first five years of National Curriculum design and technology. A programme of study for each level of attainment, four attainment targets, a programme of study that seemed to match the attainment targets but not quite, an attainment target that managed to prevent teachers teaching (AT! Identifying needs and opportunities), models of delivery that were complicated and required teachers to operate well outside their areas of expertise. The intentions were good but chaos reigned supreme. We have come a long way since then. The clarification through the revised Orders of 1995 helped considerably although some regarded these as over prescriptive. The period of relative calm between 1995 and now, (no major changes to the design and technology Orders compared with the several different vers
Money Containers
Get PDFInspired by the section on Money Containers in DATA's Primary Helpsheets and ACCAC's scheme of work plus assessment materials and work sheets (written by Jim Newcomb at University of Wales College Newport*), Nerys Jones asked her Year 5 group at Clytha Primary School in Newport to design and make belt bags or purses for a specific purpose or function. The focus of this project was the designing and making of a quality product using simple textiles techniques. Opportunities were provided for the development of pupils' knowledge and understanding of ways in which such materials can be fashioned. The pupils were given a wide range of materials to work with
Using the Design Process to Enable Primary-aged Children with Severe Emotional and Behavioural Difficulties (EBD) to Communicate More Effectively
Get PDFWhile working at a special primary school for pupils with emotional and behavioural difficulties, I noticed that their ability to communicate effectively in both 'Circle Time' and more generally was consistently poor. As the pupils enjoyed design and technology lessons, I wondered whether or not the design process and the teaching of skills used in design could also be used as a means of improving more general communication skills. The article shows the relative effectiveness of using lessons in design as a way of improving the general communication skills of a group of disturbed and challenging pupils
Gender and design and technology education
Get PDFThis paper is one of a set of papers from the Royal College of Art Schools Technology Project which holds the copyright. It was written for teachers writing for the project to inform their underlying philosophy. The full set of papers is available at nominal cost from the Project on 0171 590 4246