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

By Gwyneth Owen-Jackson

Containing a wealth of functional actions and fabrics that offer first-class possibilities to examine studying and function inside of layout and know-how, this ebook additionally comprises case reports and examples of latest solid perform and a number of tried-and-tested concepts. especially designed to be written in without delay it offers an invaluable list of growth and is followed by way of a Companion Website. Designed for use by means of pupil academics, NQTs and starting lecturers, this workbook covers each one major professional sector of layout know-how: electronics and communications expertise (ECT), foodstuff know-how, fabrics expertise and textiles know-how. themes lined comprise: layout and know-how within the college curriculum the significance of overall healthiness and defense using ICT within the instructing of layout and know-how making plans classes coping with the school room review concerns the mixing of literacy, numeracy, citizenship and sustainability into layout and know-how your individual expert improvement. This ebook enhances the market-leading textbook studying to educate layout and know-how within the Secondary college (also released by way of Routledge), yet is also used both effectively by itself.

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Extra info for A Practical Guide to Teaching Design & Technology in the Secondary School (Routledge Teaching Guides)

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There may be opportunities to develop your subject knowledge during your initial training; many courses offer core modules or electives where the key skills and concepts of ECT can be studied in some depth. These can be enhanced by the use of self-directed learning opportunities to focus in more depth on particular aspects of ECT where possible. During school placements explore opportunities to become directly involved with the teaching of ECT as this will enable you to observe and work with experienced members of staff and give you an insight into effective teaching and learning strategies and resource management issues.

They also acknowledged, however, that there are some practical constraints which can hinder pupils’ development in food technology. 25 GWYNETH OWEN-JACKSON PRACTICAL ISSUES IN FOOD TECHNOLOGY There are a range of constraints in some schools; these include limited space for teaching, large class sizes, lack of equipment, short lesson times. Whether these are present in your school or not, the nature of food technology means that lessons need to be planned carefully and in detail. Below we outline some of the main considerations.

This allows you to see what they have done and how they are making progress, as well as requiring pupils to take some responsibility for their learning. Some pupils also find it motivating, especially if those who achieve their targets are rewarded according to the school’s rewards policy. One student teacher introduced target setting in lessons by asking pupils to note down at the end of a lesson what they intended to have done by the end of the following lesson. Then, at the end of the following lesson she asked them to look back at their targets and to note whether or not they had attained their target, and if not, the reason why this was so.

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