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Two year trained - stigma or star?
Get PDFDES Circular 2/83 'The Initial Qualifications', comments on the continuing shortage of suitably qualified teachers of COT (paragraph 4, page 2) and states: 'The Secretaries of State consider it important that there should continue to be suitable training opportunities for mature entrants and believe that shortened B.Ed. courses have an important part to play in securing the objective.'In consequence, a number of institutions now offer such courses and it is likely that a considerable proportion of Design and Technology teachers entering the profession in future will do so by way of this route.What are the problems associated with the design and implementation of shortened courses in Design and Technology? Who is attracted to such courses and how do schools react to them?It is our aim to explore such issues by means of a case study which seeks to represent the views of tutors, teachers and students on a two year B.Ed. degree which commenced in 1984. Findings are therefore tentative rather than definitive and formative rather than summative, but it is hoped that they shed light on a style of course and type of student both of which are becoming more and more common in the Design and Technology area
A Taste for Technology
No full textFor far too long there has been a lamentable shortfall in the number of able students who wish to pursue technological studies in higher education, and only in recent months (in figures revealed by the Secretary of State for Education) has the situation begun to improve.As early as 1963 the Department of Education at the University of Oxford published the results of a survey into the career choices made by sixth form students. Mr. D.W.Hutchins, in charge of the survey, 1 was able to demonstrate that the most intelligent sixth form students were not, at that time, taking up careers in engineering and applied science but were instead concentrating on the arts and pure sciences. Following this survey, in 1966 the Joint Matriculation Board examined the A level entries of their candidates subject by subject for the year 1964 and, comparing them with previous years, illustrated the alarming fact that when expressed as percentages:'... increases of 4% for Mathematics, 3% for Physics, and 1% for Chemistry must be set against increases of 14% for English Literature, 17% for History, and 19% for Geography'. 2The point was further elaborated by the publication in 1964 of the second report of the Universities Central Council of Admissions, which suggested that whilst a reasonable number of above average students were coming forward for pure science and technology, difficulties arose in this area:'... when candidates with a comparatively poor performance have to be admitted in larger prop ortion to fill the vacancies'. 3These problems have existed for at least one-and a-half decades. Nevertheless it was undoubtedly a step in the right direction for the Prime Minister to outline yet again these alarming facts, and enter the debate as to what might be done about it. 'Why is it that 30,000 vacancies for students in science and engineering in our Universities and Polytechnics were not taken up last year while the humanities courses were full?
First Year Foundation Course
No full textStudents embarking on this course inevitably have a diverse background and as a result, their experience of craft subjects varies accordingly. Some may have concentrated on academic subjects to the virtual exclusion of practical work, whilst others will have achieved varying levels of craft skills. These skills range from the barely competent, to a very high level of attainment in one or other or both of the main material areas
Reviews
Get PDFThe following publications have been reviewed by the mentioned authors;APU - Design and Technological Activity. A Framework for assessment, 1987 by the Department of Education and Science, reviewed by H. G. DentonTowards Post-Modernism - Design Since 1851 by Michael Collins, reviewed by S. W. GarnerOffice Furniture by Lance Knobel, reviewed by S. W. GarnerThe Toolbox Companion. An A-Z to DIY tools, materials and their uses by Mike Lawrence, reviewed by Howard DentonElectrical Appliances by Penny Sparks, reviewed by Mike HallDesignwise by N. McLean and C. Platt, reviewed by Howard Dento
Schools Design Prize 1981
Get PDFOnce again a distinguished group of winners emerged from this year's competition and were presented with their cheques and certificate by the Prime Minister, Mrs. Margaret Thatcher, at a ceremony at the Institution of Civil Engineers, on 9 December 1981, before an invited audience of educationalists, industrialists and the press. Readers of Studies in Design Education Craft and Technology, many of whose pupils have entered successfully for this competition in recent years, will be interested to learn of the 1981 winning entries so we are including a selection of annotated photographs that virtually speak for themselves
Design Prize 1983
Get PDFThe 11 winners in this year's Schools Design Prize competition have produced a range of imaginative products designed, amongst other things, to help the disabled, deter thieves and improve sporting performances. The young designers received their cheques and certificates from HRH Princess Alexandra at a ceremony at the Institution of Civil Engineers in London. As always Studies in Design Education Craft & Technology reports this event fully with accounts of the successful entries from some of the students and their teachers
CDT and Very Able Pupils
No full textThe main issue that we have to contend with in considering Very Able Pupils is quite clear. How do we attract them to the subject? By definition, a very able pupil is talented in a number of areas and the pressures are increased by society's view of the practical arts and industry as career alternatives. Too many of our very able pupils see Medicine, Law, 'The City', Commerce, The Classics and the Pure Sciences as the route to respectability. Unless this issue can be resolved and the image of Designing and its financial incentives improved, the high-flyers are likely to continue to beat a path to Oxbridge and maintain the status-quo. Thus we must ask what CDT has to offer them and, conversely, what have they to offer in return. A second question is simply answered. If we as a trading nation are to hold our own in the open market, then we need our brightest brains to become our Designers and 'Captains of Industry'. In addition, those who move into other professions such as Banking will benefit from an understanding a Design and related areas when attempting to appreciate the needs of the budding entrepreneur
Purposes and Practices in Middle School - Art and Design Education
Get PDFTeachers have never before been the subject to such scrutiny and the current 'Debate', whatever its outcome, has left no stone unturned. Consequently it is refreshing to witness quite a flurry of activity in and outside of schools to marshall the facts and establish a new professionalism in the area of art and design. Research is always being carried out and as often as not by teachers in the classroom. Even without being aware of the precedent they are creating for their colleagues, teachers of art and designhave been in the vanguard of such practices. Art and Design has undergone a drastic change and this is well documented. Both the National Society for Art Education and the National Association for Design Education have made significant contributions and affected the current dialogue and debate that exists. What is often forgotten and neglected are the consequences of large scale and administrative changes that are brought about by legislation, different patterns of training, and in-service developments
A Motorbike for the 1980s
No full textA team of fourth and fifth year students from The Henry Mellish School, Nottingham, wanted to build a motorbike which had power and appeal and which would give the thrill of speed. The B.P. Build a Bike competition gave us the incentive to create such a bike. The project was within our resources and its size was just right for the workshop. We could work on it easily and most important, everyone could see it developing. The students in the lower forms were able to take an interest in its manufacture. It created a dialogue between the design team and all who were enthusiastic about the motorbike.The apparent simplicity of a motorcycle hides many of its design pro blems. These were uncovered as we collected information, and formulated a number of preliminary designs. It soon became clear that we had to opt for a fairly conventional machine, if we were to meet the completion date. There was an element of risk involved if we became embroiled in a programme, using a revolutionary design. Although this decision was finally determined by economic factors
Technical Drawing Courses in Secondary Schools
Get PDFThere are indications that some teachers of drawing office based courses are concerned to relate technical drawing to the experience of the pupils both inside and outside the school and in particular to the practical work they may undertake in CDT. However, much of the content of technical drawing courses stems from aspects of geometrical and engineering or building drawing. The evidence from this study suggets that the content needs to be widened and teaching styles modified. The starting point lies in developing a unified and closely related approach to drawing office and workshop activities. No single mode of graphic communication is likely to be adequate for the expression of ideas. For example, when designing a handle for a tool it may be more appropriate to convey details of forms, sizes and finish by way of a three dimensional model