Originally published in 1993. The appearance of design and technology in the National Curriculum has offered primary teachers opportunities for imaginative and stimulating work which is directly related to the lives of their pupils. Its sheer scope can, however, be daunting for the teacher already overloaded with the other demands of the National Curriculum. Tina Jarvis provides some much needed guidance on strategies for including design and technology effectively within the whole curriculum, including the development of co-operative group-work and finding effective ways to assess individuals in group situations. The author also looks at how teachers can tackle subject areas which may be unfamiliar to them, such as systems, environments and economic enterprises.

This practical guide will help busy teachers and learning support staff present the design technology curriculum in a way that will make it accessible to dyslexic pupils and create a more flexible and positive learning environment. Drawing upon her experience as a designer, teacher and mother of two dyslexic children, and also as a dyslexic learner herself, the author: dispels myths about the difficulties faced by dyslexic learners explains the variety of learning difficulties that they experience highlights the help that they need to access their potential gives an insight into issues relating to craft and design offers flexible strategies and solutions that can be used in the classroom or workshop.

This is a challenging new book for primary teachers interested in developing their teaching of Design & Technology, subject leaders in D&T, and for student teachers choosing this as their specialty. It will also appeal to in-service providers and LEA advisory staff. Children's creativity, cultural development and citizenship are important but currently underdeveloped in primary education. This book uniquely focuses on how these aspects can be emphasized in the teaching of Design and Technology. The National Curriculum has the potential to bring creativity, cultural development and citizenship into the mainstream and the authors show the considerable extent to which D & T, integrated with other curriculum subjects, can contribute to realizing these goals. There are examples throughout of best current practice showing how such ideas have been implemented.

Design thinking is a method of problem-solving that relies on a complex set of skills, processes and mindsets that help people generate novel solutions to problems. Taking Design Thinking to School: How the Technology of Design Can Transform Teachers, Learners, and Classrooms uses an action-oriented approach to reframing K-12 teaching and learning, examining interventions that open up dialogue about when and where learning, growth, and empowerment can be triggered. While design thinking projects make engineering, design, and technology fluency more tangible and personal for a broad range of young learners, their embrace of ambiguity and failure as growth opportunities often clash with institutional values and structures. Through a series of in-depth case studies that honor and explore such tensions, the authors demonstrate that design thinking provides students with the agency and compassion that is necessary for doing creative and collaborative work, both in and out of the classroom. A vital resource for education researchers, practitioners, and policymakers, Taking Design Thinking to School brings together some of the most innovative work in design pedagogy.

Contents:
Acknowledgements 1. Design and Technology in Primary Schools Les Tickle 2. Developing Design and Technology Teaching Through Research Les Tickle 3. Combining Design Technology and Science? Martin Bayliss 4. Effective Completion of Technological Tasks Sue Cooke 5. Mixed ability Children and the Single Open-ended Task Helen Deacon 6. Views and Values Sarah Humphreys 7. Copying Rosemary Jackson 8. Change From Rigid Teaching Sue Lusted 9. Mental Images and Design Drawing Andrew McCandlish 10. Working Together Annette McMylor 11. Early Years Children, Designers and Partner Choice Kevin O' Grady 12. Technology Teaching at Dove First School Gillian Oliver 13. Children's Choices Candida Rogers 14. Measuring Success John Seaward 15. Food and Design Technology - where do we start? Val Simpson 16. 'Seeing the Light' Nancy Wright 17. Positive Discrimination: is there a case? Dene Zarins

Learn all about the world of architecture in only 100 words! This book explores the most iconic buildings from around the world as well as the history of architecture, from basic huts to incredible skyscrapers. From columns to pyramids, each of the carefully chosen 100 words has its own 100-word long description and colourful illustration, providing a fascinating introduction to amazing architecture from throughout history. From the familiar to the jaw-dropping, the medieval to ultra-modern, this is an inspiring look at some of architecture's greatest developments. With a clean, contemporary design, each word occupies a page of its own. A large striking illustration neatly encapsulates the accompanying 100 words of text. A fascinating introduction to cool buildings in a fun and accessible format, this is the perfect gift for aspiring architects or curious young minds!

Ensure your students navigate the MYP framework with confidence using a concept-driven and assessment-focused approach to Design, presented in global contexts. - Develop conceptual understanding with key concepts and related concepts, set in global contexts, at the heart of each chapter. -Prepare for every aspect of assessment using support and tasks designed by an experienced educator. - Extend learning through research projects and interdisciplinary opportunities. - Apply global contexts in meaningful ways with an internationally-minded perspective. - Develop practical and creative-thinking skills to solve design problems with a statement of inquiry in each chapter. - Confidently cover the framework with chapters covering digital, product and combined design. Table Content: Unit 1 Global Goals Design Challenge Unit 2 Design to help people express their emotions Unit 3 Playground design Unit 4 Lights change lives Unit 5 Service promotion Unit 6 Gamified exercise Unit 7 Pedestrian safety Unit 8 The importance of toilets Unit 9 Human impact animation Unit 10 Play with the past Unit 11 Dealing with change Unit 12 Turning drawings into products

Design and technology is one of the newest subjects on the school curriculum, and one that continues to develop. Aspects of Teaching Secondary Design and Technology: Perspectives on Practice has been compiled to meet the needs of those teaching and training to teach the subject.

Beginning by outlining the national curriculum for design and technology, the book goes on to look at what design and technology is in the primary school, at examination level and post-16. Vocational qualifications relevant to design and technology are also discussed. There are chapters looking at the relationship between design and technology and the wider social and cultural context. The development of cross-curricular skills and value judgements are discussed as are sustainability and the role of the community in the teaching and learning of design and technology. Together, these articles comprise a sound guide to good classroom practice, related to the requirements of the curriculum, and rooted in the professional perspectives of experienced teachers.

eBook available with sample pages: EB:0203166078

Design and technology involves children learning through processes that include identifying needs and opportunities, generating and developing ideas, planning, making and evaluating. These strands are brought together through the use of: case studies analysing children's learning and the teacher's roles; and practical ideas and approaches to National Curriculum requirements based on the collective experience of committed and enthusiastic teachers.;The second edition fully reflects the latest revisions in the National Curriculum and links with other curricular changes in the intervening years. Specific links are made to the National Strategies for Literacy, Numeracy, and ICT; to the National Standards for Subject Leaders; to Science and the other foundation subjects; to the QCA Scheme of Work for D and to new initiatives in citizenship and creativity.

This collection offers an evidence-based approach to mentoring and supporting design and technology teachers and educators in the secondary school and provides tried and tested strategies to support this role. Contributors offer tasks and reflections to inspire and motivate mentors to get the best out of beginning teachers in the early stages of their career. Key topics explored include: * Helping new D&T teachers appreciate the fundamental nature of design and technology and how this informs both why it is taught and how it is taught. * Understanding yourself as a mentor - beliefs, values and attitudes, and how your experiences influence your approaches to teaching. * Observing design and technology teachers' lessons and offering tools for observation and analysis. * Risk taking in the classroom: moving teachers forward from pedestrian to innovative practice. Filled with practical guidance on lesson planning, risk taking, and learning conversation, Mentoring Design and Technology Teachers in the Secondary School offers advice and guidance to support mentors in developing inspirational D&T teachers of the future. This essential guide is perfect for mentors of beginning teachers, whether trainee, newly qualified, or those who find themselves teaching the subject for the first time.

This collection offers an evidence-based approach to mentoring and supporting design and technology teachers and educators in the secondary school and provides tried and tested strategies to support this role. Contributors offer tasks and reflections to inspire and motivate mentors to get the best out of beginning teachers in the early stages of their career. Key topics explored include: * Helping new D&T teachers appreciate the fundamental nature of design and technology and how this informs both why it is taught and how it is taught. * Understanding yourself as a mentor - beliefs, values and attitudes, and how your experiences influence your approaches to teaching. * Observing design and technology teachers' lessons and offering tools for observation and analysis. * Risk taking in the classroom: moving teachers forward from pedestrian to innovative practice. Filled with practical guidance on lesson planning, risk taking, and learning conversation, Mentoring Design and Technology Teachers in the Secondary School offers advice and guidance to support mentors in developing inspirational D&T teachers of the future. This essential guide is perfect for mentors of beginning teachers, whether trainee, newly qualified, or those who find themselves teaching the subject for the first time.

Many schools have great difficulty in identifying and maintaining progressive development in 'designing and making' skills in the primary classroom. This book will help teachers to recognise opportunities for progression by discussing the issues involved. It also provides photocopiable activities that explore specific elements of the design and technology curriculum in depth and gives a structured but flexible approach to professional development which will help the reader to focus on the teaching and learning of a specific skill or process. This book is a means to explore the issue of individual progression and to improve skills in teacher assessment.

The book will stir debate and stimulate thought among professionals involved in primary education, and will equip them to put progression into practice in their classrooms.

The discovery of market needs and the manufacture of a product to meet those needs are integral parts of the same process. Since most textbooks on new product development are written from either a marketing or an engineering perspective, it is important for students to encounter these two aspects of product development together in a single text. Product Design: Practical Methods for the Systematic Development of New Products covers the entire new product development process, from market research through concept design, embodiment design, design for manufacture, and product launch. Systematic and practical in its approach, the text offers both a structured management framework for product development and an extensive range of specific design methods. Chapters feature "Design Toolkits" that provide detailed guidance on systematic design methods, present examples with familiar products, and conclude with reviews of key concepts. This major text aims to turn the often haphazard and unstructured product design process into a quality-controlled, streamlined, and manageable procedure. It is ideal for students of engineering, design, and technology on their path to designing new products.

Originally published in 1993. The appearance of design and technology in the National Curriculum has offered primary teachers opportunities for imaginative and stimulating work which is directly related to the lives of their pupils. Its sheer scope can, however, be daunting for the teacher already overloaded with the other demands of the National Curriculum. Tina Jarvis provides some much needed guidance on strategies for including design and technology effectively within the whole curriculum, including the development of co-operative group-work and finding effective ways to assess individuals in group situations. The author also looks at how teachers can tackle subject areas which may be unfamiliar to them, such as systems, environments and economic enterprises.

The inclusion of technology among the National Curriculum foundation subjects is an exciting, but somewhat daunting challenge for primary teachers. Design and Technology in the Primary School aims to provide teachers and student teachers with examples of a range of design and technology activities and with some guidance on curriculum planning in this area. Case studies, drawn from classes at all ages from four to twelve, show how teachers with little or no previous experience of work in this field can use their existing knowledge of materials and processes to develop successful projects in design and technology. Mindful of the considerable time constraints under which teachers operate at the moment, the authors show how work in design and technology can be linked with other subjects across the curriculum, both in class projects and whole school topics.

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.; There are special volumes dedicated to dealing with OFSTED, creating whole school policy and the demands of co-ordinating several subjects within a small school.; The entire set of 16 volumes is available.

This book and the symposium on which it was based were designed to cross the boundaries of subdiscipline and theoretical orientation to address four critical issues in understanding development: explanation of change and development; the nature and process of change; forms of variability in performance; and the promotion of change through application. The chapters suggest that change and development in target systems from cells to selves, may not be explainable, assessable, or promotable without careful reference to the context (social and otherwise) of the system, and that the process of change and development may involve variability of the system in addition to periods of stability. Together the chapters harken back to the spirit of the grand theory. Instead of proposing a grand theory, they provide an excellent foundation for considering the importance of an individual's (or particular group's) context and variability, and discussions to facilitate thinking about what still needs to be worked out.

This book presents a comprehensive account of the development and nature of DT in primary school classrooms, from modest beginnings in the early 1980s to detailed implementation within the National Curriculum. It shows how the design/problem-solving process and the knowledge, skills and understanding associated with DT can be developed by teachers who were previously unfamiliar with such activities. Case studies by teachers of problem-solving activities within their classrooms discuss the teaching strategies employed and illustrate how pupils respond to DT in complex ways.

Mike Tooley's accessible, activity-based approach introduces students to engineering and the pivotal role it plays in the modern world, as well as providing opportunities to develop engineering skills and acquire the knowledge needed for the latest GCSE schemes from Edexcel, OCR and AQA. This book builds on the success of Mike Tooley's GNVQ and BTEC National Engineering texts, which have helped thousands of students to gain their first engineering qualification. The text, case studies, activities and review questions included throughout this book are designed to encourage students to explore engineering for themselves through a variety of different learning experiences. The practical process of designing and making a product offers the chance to develop the skills of engineering drawing, basic electronics and workshop techniques. Case studies, and research work using the internet and other sources, introduce the wide variety of engineering sectors and employment, from the automotive industry to telecommunications. With the first three chapters matched to the assessed units of the GCSE programme, the second edition also includes an additional topic-based chapter introducing the essential maths and science required for the successful study of engineering. All examples relate directly to engineering applications, emphasising the use of maths and science in the understanding of fundamental engineering concepts. New topics include: units; formulae; measurement; data; linear and angular motion; force, mass and acceleration; and properties of engineering materials. Mike Tooley is formerly Director of Learning at Brooklands College, Surrey, and is the author of many best-selling engineering and electronics books.

Bestselling author and illustrator Liz Pichon gives you a step-by-step guide to drawing the wonderful characters from her blockbuster Tom Gates series, and more! The must-have art activity book for fans of Tom Gates: a celebration of imagination and creativity, packed with how-to doodles, pictures to colour-in and things to make and do. Learn how to illustrate Rooster the dog and Tom's favourite snacks, how to design a bedroom like Tom's with your doodles on his walls, draw lots of facial expressions and much, much more! Over 5 million copies of the Tom Gates series sold in the UK! Leave boredom behind with this activity-packed book: hours of fun for kids. The perfect present for creative kids. ABOUT THE TOM GATE SERIES: Written in diary form Full of Tom's doodles and pictures & his amazing sense of humour This first title in the series, was the winner of the Roald Dahl Funny Prize! Perfect gifts for boys & girls who love to laugh themselves silly The first series of The Brilliant World of Tom Gates won the Scottish BAFTA for Entertainment! Love Tom Gates? Don't miss Liz Pichon's spectacular Shoe Wars, a laugh-out-loud, gadget-packed adventure!

For introductory courses in Textiles, courses in Fashion Design/Production, Fashion Merchandising, Visual Merchandising, Interior Design, and Costume Studies. Fabric Reference is a guide for anyone who needs accessible information on today's fabrics-how they behave and why. Designed as a companion book to the Fabric Glossary, this book presents a complete and up-to-date source of the highly technical basics of textile science, from fibers to finished fabrics. Specially prepared graphics, illustrations, comparison tables, and flow charts make the process of creating modern fabrics clear to both students and instructors. This edition features more on nanotechnology, industrial textiles and other smart textiles and covers practical applications such as care, assessment and ecology. Buy both together and save! Fabric Glossary & Fabric Reference Package!

Learning to Teach Design and Technology in the Secondary School is a core text for all those training to teach design and technology in the secondary school. It helps you develop subject knowledge, acquire a deeper understanding of the role, purpose and potential of design and technology within the secondary curriculum, and provides the practical skills needed to plan, teach and evaluate stimulating and creative lessons.

This fully updated fourth edition includes information on all areas of design and technology, and on new subject requirements relating to exam qualifications. It includes three new chapters on the role of critiquing in design and technology education, transitions after secondary design and technology, and using and producing design and technology education research. Designed to be read as a course or dipped into for support and advice, it covers:

Each area of design and technology: materials, textiles, electronics and food

Integrating new curriculum topics, such as emerging technologies, into your teaching

Developing areas of subject knowledge

Health and safety

Planning lessons

Organising and managing the classroom

Teaching wider issues through design and technology　

Assessment issues

Your own professional development.

Bringing together insights from current educational theory and the best contemporary classroom teaching and learning, this book will prove an invaluable resource for students on all training routes – as well as their mentors – who aspire to become effective, reflective design and technology teachers.

Table of Contents

Introduction

Part 1 Design and technology in education

Introduction

1 Design and technology in the Secondary School

Alison Hardy

2 Design and technology in the primary school

Clare Benson

Part 2 Design and technology curriculum

Introduction

3 Designing in design and technology

Paul Woodward

4 Teaching design communication skills

Jamie Tinney and Mike Mellors

5 Preparing to teach materials technology

Alan Bright

6 Preparing to teach textiles

Suzanne Lawson and Heidi Bemrose-Brown

7 Preparing to teach electronics and control technologies

Tony Cowell

8 Preparing to teach food within the secondary school curriculum

Marion Rutland and Angela Turner

9 Teaching about disruption: a key feature of new and emerging technologies

David Barlex, Torben Steeg and Nick Givens

10 The role of critiquing in design and technology education

Steve Keirl

11 Health and safety in design and technology

David Leask

Part 3 Teaching design and technology

Introduction

12 Planning lessons in design and technology

Sarah Davies

13 Key pedagogies in　design and technology

Matt McLain

14 Planning for progression in design and technology

Alison Hardy

15 Assessing design and technology

Suzanne Norris

16 Developing links with other subjects

Deborah Winn

Part 4 Developing your design and technology teaching and career

Introduction

17 Values in design and technology

Mike Martin

18 Transitions after secondary design and technology

Rebecca Topps

19 Your professional development

Liam Anderson

20 Using and producing design and technology education research

Stephanie Atkinson

The techniques of creating pop-up forms are demonstrated in a series of practical lessons. The book also suggests ways in which pop-up forms can be used to enrich the study of English and art, and contains illustrations of childrens work.

Technology is advancing rapidly. Transport experts think self-driving cars could fill the streets someday soon. Designers are experimenting with different artificial intelligence devices. The choices designers make now will affect our future. What choices would you make in a world of new technology? Would you rather take nanobot vitamins or use a wearable health monitor? Would you rather take to the skies with a jetpack or on a flying motorcycle? Would you rather have telescopic eyesight or supersonic hearing? It's your turn to pick this or that!

This essential guide provides clear and comprehensive support for those looking to introduce creative woodwork into early years settings. With theory, practical advice, stunning colour images and case studies, the book will inspire practitioners to embrace woodwork and encourage children's independent creative learning. Focusing on the numerous benefits that working with wood offers young children, from boosting their self-esteem and problem-solving skills, to enhancing their communication and social development, the author draws on over 25 years of experience to discuss each and every aspect of establishing woodwork in the early years curriculum. Including practical information on materials and tools, staff training, and health and safety advice, this go-to guide provides a treasure trove of ideas to engage children at various stages of development, drawing the maximum benefit from working with wood and tools. Both inspiring and informative, Learning Through Woodwork will become an essential tool for early years practitioners and teachers wishing to explore and develop woodwork provision.