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E-raamat: Coordinating Design and Technology Across the Primary School [Taylor & Francis e-raamat]

(University of Maryland, Baltimore, USA University of Maryland, Baltimore, USA University of Maryland, Baltimore, Maryland, USA)
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Coordinating Design and Technology Across the Primary SchoolSuurem pilt
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Taylor & Francis e-raamatudRohkem infot Taylor & Francis e-raamatute kohta
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Design and technology was "invented" as a subject and introduced into the British National Curriculum in 1990. An introduction explores the scope of this subject area, and the guide itself offers d&t coordinators practical ideas for organizing and implementing appropriate programs. The book also covers the various roles of the coordinator, the updating of subject and pedagogical knowledge, and the monitoring of work within the school to enhance the continuity of teaching and student progression. Distributed by Taylor & Francis. Annotation c. by Book News, Inc., Portland, Or.
List of figures
ix(2)
Acknowledgments xi(2)
Series editor's preface xiii
Introduction 1(16)
Opening remarks 1(2)
Human beings and technology 3(2)
Design and technology education 5(5)
Important considerations about design and technology 10(3)
This book 13(1)
Conclusion 14(3)
Part One The role of the design and technology coordinator 17(32)
Chapter 1 The role of design and technology coordinator
17(10)
Introduction
17(1)
Perceptions of the role
17(1)
The school's use of subject coordinators
18(2)
Considering the nature of the role
20(1)
Considering your role across the primary years
21(3)
Challenges for design and technology coordinators
24(1)
The coordinator's role in relation to other staff
25(1)
Conclusion -- is your notion of the role evolving?
26(1)
Chapter 2 Establishing yourself in the role of design and technology coordinator
27(11)
Introduction
27(1)
Getting to know your subject
27(1)
Finding out about design and technology in your school
28(3)
An action planning activity
31(2)
Keeping colleagues informed
33(1)
Prioritisation
34(1)
Documentation
34(1)
Strategies
35(2)
Conclusion
37(1)
Chapter 3 Making the role effective
38(11)
Introduction
38(2)
Dialogue with the headteacher
40(1)
Personal skills -- relationships
41(1)
Professional skills
42(2)
How can you make yourself more effective?
44(1)
Conclusion
44(5)
Part two What design and technology coordinators need to know 49(54)
Chapter 4 Subject knowledge
49(16)
Introduction
49(1)
Subject knowledge in design and technology
50(3)
Examples of subject knowledge
53(11)
Conclusion
64(1)
Chapter 5 Pedagogical knowledge
65(21)
The central role of teaching
65(2)
Teaching design and technology
67(4)
Direction versus support
71(1)
Intervening
72(2)
Classroom management for design and technology
74(2)
Considering the tasks to be set
76(4)
Use of media which enables the teaching of design and technology
80(1)
Selection of context
80(1)
Teacher initiated activities towards independent learning
81(2)
Adult assistance
83(1)
Emphasising progression
83(1)
Assessment
83(1)
Differentiation
84(1)
Conclusion
85(1)
Chapter 6 Children's learning in design and technology
86(8)
Introduction
86(1)
Sources
87(2)
Differentiation
89(2)
Progression
91(2)
Conclusion
93(1)
Chapter 7 Helping teachers develop -- your most important task
94(9)
Introduction
94(2)
Helping teachers to develop
96(1)
An audit of staff strengths
97(1)
Influencing and assisting colleagues
97(3)
Conclusion -- step by step
100(3)
Part three Whole school policies and schemes of work 103(32)
Chapter 8 Designing and making a policy for design and technology
103(18)
Introduction
103(1)
What is the purpose of a school policy?
104(1)
The first steps in policy writing
105(1)
An opening policy statement
106(1)
The policy document
106(13)
Who is the policy for?
119(1)
Reviewing the policy
119(2)
Chapter 9 Developing and maintaining a scheme of work for design and technology
121(6)
Introduction
121(1)
Long term plans
121(1)
Medium term plans
121(4)
Short term planning
125(2)
Chapter 10 More than maintaining
127(8)
Introduction
127(1)
Relationships
128(3)
Parental involvement
131(4)
Part four Monitoring for quality 135(36)
Chapter 11 A holistic view of monitoring and evaluating
135(15)
Introduction
135(1)
Monitoring design and technology
136(4)
Visiting classrooms
140(3)
Alternatives to direct classroom visits
143(4)
Visiting other schools
147(1)
Ground rules for monitoring and evaluation
148(1)
Conclusion
149(1)
Chapter 12 Assessment, recording and reporting
150(21)
Introduction
150(1)
Types of assessment
151(3)
A `child-led' bias
154(1)
Strategies
154(8)
Management of assessment for design and technology
162(3)
Informing parents
165(2)
Conclusion
167(4)
Part five Resources for learning 171(26)
Chapter 13 Resources for design and technology
171(16)
Introduction
171(1)
Materials for construction
172(4)
Resources for food technology
176(3)
Resources for textiles technology
179(1)
Tool trolleys
179(1)
Toolboards
180(1)
Quantities of tools required
180(1)
Specialised room/areas
181(1)
General teaching areas
182(1)
Teaching resources for teachers
182(2)
The environment as a resource for design and technology
184(1)
Staffing
185(1)
Conclusion
186(1)
Chapter 14 Managing resources
187(10)
Introduction
187(1)
Whole-school management of design and technology resources
187(1)
A whole-school design and technology resource map
188(1)
Individual classbase design and technology resources
189(3)
A whole-school resource
192(2)
Classroom management of resources
194(2)
Training implications
196(1)
Conclusion
196(1)
Appendix A -- Useful addresses 197(5)
Appendix B -- Useful publications 202(2)
References 204(6)
Index 210


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