Coordinating Design and Technology Across the

Specifically designed for busy teachers who have responsibility for co- ordinating a subject area within their primary school. Each volume in the series conforms to a concise style, while providing a wealth of tips, case studies and photocopiable material that teachers can use immediately.

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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Coordinating Design and Technology Across the Primary School

Summary

Table of Contents

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Coordinating Design and Technology Across the Primary School

Summary

Table of Contents

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