The aim of this short article is to put into perspective my own thoughts on assessment methods used within a Special Educational Needs ( SEN ) design and technology department . Please don ' t stop reading if you don ' t teach in a special needs environment , as I think there are many relevant issues that need to be aired . I do not consider myself an expert in the f i eld of assessment - I have read what seem to be hundreds of publications from a variety of sources - therefore the following is a basis to start discussion and by no means a Hitchhiker ' s Guide to the Universe .
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Pub Date : 1900-01-01DOI: 10.4324/9780203166079-31
Louise T. Davies
T h is wor k summarises the contribution of des i gn a n d tec hn ology to the deve l opment of language, numeracy, ICT, key ski ll s, creativ it y a nd i n n ovation a n d t h i nk i n g ski l ls. Adapted f r o m the Q u a lifi cat ion s a n d C ur r i cul um A uth ori t y (QCA) scheme of work for the Key Stage 3 T eacher's Guide , th e a rti c l e i d entifies t h e t ea chin g a nd l ea rn i n g per tin e n t t o eac h of t h ese c urri c ulum co nn ect i o n s. T h e use of language across the curricu l um re qui re m e n t i n th e Natio n a l C urr icu lum f or 2000 indic ates areas of l a n g u age to b e use d in a ll s u bjec t teach i ng . C l ea r lin ks can b e ma d e b e t wee n d esig n a nd tec hn o l ogy a nd th e Na ti o n a l C urriculum r e quir e m e n ts fo r m a th e m at i cs, a nd th e s ubj e c t wi ll con tin ue t o res p ond t o I C T deve l opments as ref l ec t e d i n th e ra pid c h a n ges in t h e c o mmuni cat i o n s indust ry. K ey sk i ll s pr ov id e a f ound a ti o n f or co mm o n areas of l ea rnin g in K ey S t age 3 sc h e m es of wo r k t hr o u g h t h e s i x a r eas of co mp ete n ce , w h i l s t crea t ivi t y a nd i n no va t i on a r e m e ntion e d s pe c ifi ca ll y in th e imp o rt a nc e o f d es i g n a nd t ec hn o l ogy s t a t e m e nt .
T h is法》k summarises the律师of des tecs gn (hn ology to the必须l opment of language numeracy、ICT、key滑雪ll s,科伦坡it y a na i n n ovation a n d T h nk no g滑雪ls。Adapted f r o m the u猫lifi离子s a n d a C城市文化μt y (QCA)计划的uth of work for the Key Stage 3吨eacher’s指南,th和C l和d entifies rti t h和t ea chin g a nd ea n g rn的tin和n t t或eac h号of t h它们urri C ulum ect或n s . t h和最近使用of language跨越lμ王在这里m和n t n th - l - C可用咨询结构亦推行f号和家乡2000年前indic阿尔卡特地区of l g u age to b和使用d ll s u bjec t教ng。C l和r语言ks can b和d和b和t wee n d号esig nd - >等l ogy nd th和出生或no, quir urriculum r e m和n ts fo r m a th和m at cs, nd th和s ubj欧盟和C t倍ll tin res ond t或t C t必须l opments as ref l . t和d i n th和ra的C h a n ges t h和C或mmuni cat i或n s indust ry . K . 80万吨sk ll s pr ov id和f号ound你或前co毫米或no地区of ea rnin g K 80万吨s age 3 sc / h和m es of wo r K t hr或u g h i x h和s r eas of mp ete第ec,w h l s t则包括t y a na i n需要t r和米和ntion d s c国际金融机构ca ll y在th和设备或使用cn e或f d es g no nd t . hn或t ogy s和m和nt。
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Pub Date : 1900-01-01DOI: 10.4324/9780203166079-22
T. Davies
This a r ti c le co n s id ers t h e n a tur e o f ri s k t a kin g a n d its deter min a nt s in re l a t i o n t o te ac hin g and learning d es i gn an d t ec hn o l ogy in secondar y sc h oo l s. It i s in fo rm e d b y r esea r c h i nt o the contr ibuti o n th a t c r ea ti v it y m a k es to de s i g n a nd techno l ogy educat i on , inc lud i n g an analysi s of t h e r is k s th at teac h ers a nd st ud e nt s take w hen w orking wi th i n a d oma in . D e si g n activ i t y can requ ir e a c r eat i ve l e ap t o rea l ise a c c ep t a bl e so lu t i o n s , w hi c h a r e va lu e d b y c l ients a nd c u sto m e r s. T hi s p ro cess in v ol v e s t a king risks w i t h t he u se o f m a t er i a l s, with the deve l o pm e n t of p rocesses a nd w ith tho s e p e op l e w h o fu nd dev el o pm e n t wo rk a nd clients . In des i gn an d t ec h no l ogy e du cat i o n t h e risks are d i fferent . L ega l res p o n s ibilit ies for products that st ud e n ts c r ea t e are l i mited i n relation to t h e i r ef f ec ti ve n ess. Ri sks t a k e n b y te a ch e r s a re ma inl y gove rn ed b y t h e n eed f o r student s to a ch i eve success in t h e i r l ear
It This a c和n s id ers t h和n一t或f s k n kin g d its的min nt s号l t或t或者你ac hin g和学习d es gn an d t . hn或l ogy secondar y sc h oo l s . It s在fo mri b和d y r esea c h的nt或the, ibuti或n th a t c r ea v It y m k es de s g no在nd techno ogy educat合约,inc . i n g h an analysi s of t和r is k s th at teac h ers nd”st -和nt s w w orking在于倍th i n d oma在。D和g号activ i t y can requ ir和c r吃得l和t或l ise实现c c ep bl和lu t或t c h a r和s, w hi lu和D y b c l ients nd c我m和r s . u hi s v ol v和p ro cess s t king风险w t h t he D或f m a t g l s, with the必须或pm和n t of p rocesses nd w ith, s和p t - l和w h是nd dev el或pm和n t wo rk nd clients。风险是不同的。我对你的产品很满意，因为你的产品和你的产品之间的关系是错误的，你的产品和你的产品之间的关系是错误的，你的产品和你的产品之间的关系是错误的，你的产品和你的产品之间的关系是错误的，你的产品和你的产品之间的关系是错误的，你的产品和你的产品之间的关系是错误的，你的产品和你的产品之间的关系是错误的。如果你是一名学生，如果你是一名学生，如果你是一名学生，如果你是一名学生，如果你是一名学生，如果你是一名学生，如果你是一名学生，如果你是一名学生，如果你是一名学生，如果你是一名学生，如果你是一名学生，如果你是一名学生，如果你是一名学生，如果你是一名学生，如果你是一名学生，如果你是一名学生，如果你是一名学生，如果你是一名学生
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Pub Date : 1900-01-01DOI: 10.1016/s0140-6736(70)90350-8
R. Kimbell
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Pub Date : 1900-01-01DOI: 10.4324/9780203166079-23
Jim Newcomb
Thi s article de s crib es a half-t e rm pr o j e ct und e rt a k e n at th e re que st o f a loc a l sc h oo l as a mea n s of ass i s tin g t h em t o intr o du ce a w id e r ra n ge of d es i g n a nd techn o l ogy act i v iti es to top juni o r childr e n . The intention w as to h e lp b o th s t aff and p upil s t o d eve l o p a b e tt e r under sta ndin g o f b o th t he d es i g n and m ake pr o ce ss a nd ho w pr a cti ca l pr o blem so l v in g mi g ht b e man ag ed to se c ure e ffecti ve re s ults. The wo r k was ca rri e d o u t w i t h c hild re n w h o re qu i r e d a ddi t i o n a l ex p e ri e n ce o f d es i g nin g a nd m ak ing ge n e r a ll y and th e u s e o f re s i s t a nt m a t e ri a l s s p ecif i ca ll y.
Thi s article de s ibrc es a half-t ct和mri公关或j und和rt k号和at st或f同上th和我l / h oo as a号mea s of ass h em s tin g t或umtr du w id和r n ge of d es g no nd techn或ogy act to top自然法或v iti es childr和n。The管制w as to h和lp b或th s t,和p upil s t或d eve l或p a b和tt和r下正在ndin g f b或th t he d es i g n和m ake pr或ec ss nd我w pr cti ca pr或blem l v在我g ht b和马恩ag和如果你后悔和ffecti c s ults。The wo r k是ca rri和d或u t w t h c hild王n w h或qu r和d a (t) l p和d和t或f es荷兰国际集团(ing) nd的列宁g m ak ge n和ll y和th和u r s t或f s s m a t和l s s p ecif i ca / y。
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Pub Date : 1900-01-01DOI: 10.4324/9780203166079-36
S. Macphee
Thi s p a p e r de s crib e s th e de v elopment o f a l ea rn i n g r es ou rce w hi c h i s int e nd e d t o intr od u ce pupil s w i t h E n g l is h as an a dd i t io n a l l ang u age (EAL) to d esign an d tec hn ology . It i s des i g n e d f o r c hi l dr e n w h o h ave ve r y litt le w ritt e n o r s p o k e n E n g li sh, a nd th e act i v i ty m ay b e locat e d in an y of t he m a t e rial a r eas in d es i g n an d t ec hn o lo gy. Th e r eso ur c e w ill b e used by pupil s f r om Y ear 7 u p t o Year 9.
Thi s p p e r de s床e s th e·德·v发展o f l ea rn我n g r es或者远端控制设备w嗨c h i s int e和e d t o intr od u ce瞳孔s w t h e n g l h作为一个弟弟我t io n (EAL) d l l和u年龄的结果一个d tec hn学问。我年代des g n e d f o r c博士你好l e n w h o h ave ve r y litt le w ritt e n o r s p o k e n e n g李sh, nd th e行为我泰米ay v b e locat e d t他的y m t e里亚尔r eas es我g n d t ec hn o lo gy。从七年级到九年级的学生都可以使用。
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Pub Date : 1900-01-01DOI: 10.4324/9780203166079-35
Phillip A. Goggin, T. Lawler
This article fo ll ows a presentation at IDATER '97 where the issues around sustainability and the unique role that design and technology can play within the school curricu l um were presented. The scope of the theoretical justifications have been explained and practical examples of approaches to projects at Key Stage 3 and at A level/GCSE of the concept of sustainability are presented for comment . The first section builds the argument for caution and an awareness of the issues involved , but uniquely focuses on the role of ' designers' and the i r ability to intervene in the future s i tuation. Our fundamental attitude is not that of ' doom and gloom ' but that the designer can and must make decisions not just on the short term needs of the producer , but on the wider environmental issues . The second section shows how this philosophy can be applied to design and technology teaching in schools such that the next generation of citizens are aware of not just the issues , but also how they can change their futures. We have outlined three basic steps which involve different degrees of change to existing schemes of work ranging from a minimal change merely logging the energy and materials in the project evaluation , to replanning the schemes of work giving the pupils a greater degree of involvement and understanding.
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Pub Date : 1900-01-01DOI: 10.4324/9780203166079-13
D. Barlex
This article looks critically at the ways in wh i ch design and technology is currently e x amined at GCSE level . It identifies two key elements , technology for citizenship and designer maker capability , and explores how these might be assessed . It d i scusses the issue of group work in examined projects and questions the place of written examinations in assessing deigner maker capabil i ty . It presents a preliminary analysis of 1998 higher tier examination papers in terms of eight question types discussed in the Nuffield D and T KS4 Teachers ' Guides. Finally , the article makes a plea for an assessment scheme that matches the requirements of teaching designer maker capability and technology for cit i zenship .
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