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E-raamat: Meeting the Needs of Your Most Able Pupils in Design and Technology

(Founder of the Food Teachers Centre, UK)
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Meeting the Needs of Your Most Able Pupils in Design and Technology provides specific guidance on:

  • recognizing high ability and multiple intelligences
  • planning, differentiation and extension/enrichment in D&T
  • teacher questioning skills
  • support for more able pupils with learning difficulties (dyslexia, ADHD, sensory impairment)
  • homework
  • recording and assessment
  • beyond the classroom: visits, residentials, competitions, summer schools, masterclasses, link with universities, businesses and other organisations.

The book features comprehensive appendices and an accompanying CD with: useful contacts and resources, lesson plans, liaison sheets for Teaching Assistants, homework activities and monitoring sheets.

For secondary teachers, subject heads of departments, Gifted and Talented co-ordinators, SENCos and LEA advisers.

Foreword viii
Acknowledgements x
Contributors to the series xi
Contents of the CD xiii
Highlights from the CD xvi
Introduction 1(160)
1 Our more able pupils -- the national scene
3(1)
Making good provision for the most able -- what's in it for schools?
4(2)
National initiatives since 1997
6(4)
LEA responsibilities to more able pupils
10(1)
Ofsted -- expectations of secondary schools
11(1)
Some tools to support inspection and school development plans
12(1)
Other general support for teachers and parents of more able pupils
12(3)
2 Departmental policy and approach
15(1)
Meeting the needs of the most able in the department
15(1)
Role of the subject leader
16(1)
Role of the design and technology teacher
17(1)
Role of the school coordinator in the provision for gifted and talented or most able pupils
17(2)
Opportunities to reveal exceptional ability
19(1)
Carrying out a D&T audit of provision
20(1)
What to include in a more able or gifted and talented D&T policy
21(3)
Reviewing schemes of work and teaching approaches for the more able
24(2)
What does it mean to make progress in D&T?
26(3)
Effective timetabling and rotational courses
29(3)
3 Recognising high ability and potential
32(1)
Recognising high ability
32(2)
What to look for
34(1)
Classroom assessment opportunities
35(1)
Using the level descriptions to identify exceptional performance
36(3)
Using A grade examination descriptions
39(1)
Different types of most able pupils in D&T
40(1)
How to recognise and understand able underachievers
41(1)
How would you characterise high ability in D&T?
42(1)
Characteristics of our most able inventors, designers, makers and engineers
43(4)
Case studies of our most able pupils in D&T
47(12)
INSET activities to develop the D&T department's ability to recognise and plan for the most able pupils
59(1)
4 Giftedness and learning difficulties
60(1)
Identified gifted pupils who have subtle learning disabilities
60(1)
Unidentified pupils
61(1)
Identified learning disabled pupils who are also gifted
61(1)
Examples of design and technologists with learning difficulties
62(1)
Autism (including Asperger syndrome)
63(3)
Dyslexia
66(7)
Dyspraxia
73(3)
Attitudes towards these gifted pupils
76(1)
Curricular needs
76(1)
INSET activity -- Who are the most able pupils and what strategies can be used to identify them?
77(3)
5 Classroom provision
80(1)
High expectations
80(1)
Working beyond the level of their peers
81(1)
Effective differentiation
81(1)
Planning and managing units of work
82(1)
Planning demanding DMAs for your most able pupils
83(1)
INSET activity
83(8)
Planning extension and enrichment activities -- focused practical tasks and product evaluation
91(4)
Enrichment activities for the most able
95(3)
Adding pace in lessons for more able pupils
98(2)
Developing higher levels of thinking and metacognition
100(7)
Encouraging independent learning and decision-making
107(1)
Progression in decision-making
108(1)
Examples of strategies to teach decision-making
109(4)
Providing a stimulating environment for the more able
113(2)
Communication and collaboration between teachers
115(2)
6 Support for learning
117(1)
The Sustainable Design Award
118(3)
E-mentoring
121(3)
Web broadcasting
124(1)
The Science and Engineering Ambassadors programme
124(1)
Design and Technology Week
125(2)
Young Foresight
127(3)
Taste of Success
130(2)
British Nutrition Foundation A Level awards
132(1)
Audi Innovation Awards
133(1)
The Spirit of Innovation Awards
134(1)
Young Engineers for Britain (YEB)
135(3)
Jaguar F1 Team in Schools CAD/CAM Design Challenge
138(2)
4x4 in Schools Technology Challenge
140(2)
Rapid Response Engineering Challenge
142(1)
BA CREST Awards
143(5)
The Arkwright Scholarship Scheme
148(2)
THE IKB Awards -- Engineering Award 14--18 years
150(1)
7 Beyond the classroom
151(1)
Questions for an INSET activity
151(1)
Case study -- an activity week or day for able pupils
151(1)
Case study -- masterclasses
152(1)
Case study -- suspend the timetable
153(1)
Case study -- after-school clubs
153(1)
Case study -- community programmes
153(1)
Case studies -- work-related learning
154(2)
Case studies -- G&T day programmes and residential courses
156(6)
Appendices
161(10)
1.1 Ofsted -- Expectations of schools in relation to able pupils
162(2)
1.2 National quality standards in gifted and talented education
164(6)
6.1 The Eco-indicator worksheet
170(1)
References 171
Louise T Davies is Principal Officer for Design and Technology at the QCA. She has published over 40 Design and Technology textbooks and also works as a freelance consultant.
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