Design Technology Subject Handbook Contents Page

Introduction 1

Location of Subject Study sessions 1

Your Subject Study Co-ordinator 1

Key contact details 1

Expectations 1

Module outlines 1

Moodle 1

What will I learn? 2

Structure and content of Module 1 3

Structure and content of Module 2 6

Assessment What do I have to do? What will my assessors be looking for?

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Summative Assessment 8

Chart showing where Subject Study assignments fit into the assessment pattern of the PGCE programme

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Details of Assignment 1 9

Details of Assignment 3 10

Formative Assessment 12

Summary of components of formative assessment 12

Post 16 research tasks 13

Subject knowledge audit 16

Tutorials 16

Summary of subject teaching experience 17

Lesson Design and Planning 18

General principles 18

Lesson plan pro forma 20

Who will support me? 22

How will I learn? 22

Hints and Tips from last year’s student teachers 23

Evaluation 24

How Subject Study modules are evaluated 24

Module evaluation form 25

Subject co-ordinator‟s summary of module evaluation 2011 27

Resource list 29

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Introduction Your subject study modules will run alongside your Professional Studies programme and are complementary to your School Experience. Subject study sessions for Design Technology take place at Brune Park Community College. Your Subject Study Co-ordinator is Alison Godbold. She will also be your Academic Adviser (this role is explained in the Programme Handbook) and she is your first point of contact if you are experiencing any difficulties during your PGCE. Useful contacts are:

Alison Godbold Design & Technology Co-ordinator

alison.godbold@chi.ac.uk 01243 812049

Melanie Hopkins Programme Administrator m.hopkins@chi.ac.uk 01243 812043

Ann Jones Learning Resources a.jones@chi.ac.uk 01243 812094

ICT Technician Student ICT Help Desk helpdesk@chi.ac.uk 01243 816475

Melanie Hopkins can be found in the Programme office which is in St Michaels F2. The office is open between 8.30 am and 5.00 pm every day except on Fridays when the office closes at 4.30 pm.

Expectations

You are expected to demonstrate the professional attributes of a teacher in your approach to your subject study. You are expected to:

Attend every session

Participate actively in all sessions and in a sensitive and professional manner which is compliant with the University‟s published policies as detailed in the Programme Handbook

Use Portia regularly for communication and information

Bring your subject handbook to every session

Complete all pre and post session tasks as directed

Attend all tutorials arranged with your academic adviser

Be pro-active in addressing the targets set for you in conjunction with your tutor/academic adviser

Take responsibility for meeting deadlines, and submitting assignments/ documentation to the correct place (e.g. Programme Office)

In the event of any absence please follow the procedures detailed in the Programme handbook.

Module outlines for your subject study modules can be found in the Programme Handbook.

Moodle: Information about your subject study, including this handbook, and session notes will be posted on the university‟s Moodle, which can be accessed from https://moodle.chi.ac.uk. You will also use the Moodle for communication with other student teachers on your subject route.

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COURSE TITLE: Design & Technology Subject Study COURSE HOURS: 143 hours, Modules 1 and 2 USUAL DAY: Thursday and Friday TIMES: 9:00 am - 5:00 pm COURSE TUTORS: Alison Godbold (Subject Co-ordinator), Joy Male, Margaret Ramsay, Keith Last (Tutors)

What will I learn? The two Design Technology modules are designed to produce reflective, analytical and effective classroom practitioners. They will build upon your prior experience and skills, to equip you with the knowledge and understanding of the specific subject knowledge and skills that will enable you to become an effective teacher of Design Technology who has developed their own position about the theoretical nature and practical delivery of secondary school Design Technology. The modules are designed to enable you to relate the Professional Standards for the Award of Qualified Teacher Status to the teaching of Design Technology and consequently the structure of the modules is based on the understanding that theory informs practice and practice informs theory. You will:

reflect on the questions of Why teach Design Technology?

reflect on current debates about the purpose of Design Technology in a global environment in relation to various curriculum initiatives and issues

be able to develop stimulating and innovative teaching/learning methods

develop a range of appropriate and inclusive teaching methods and organisational practices which have been informed by theoretical and research based insights.

This M-level course will address the Professional Standards for the Award of Qualified Teacher Status (2007) The sharpest focus will be on Professional Attributes and Professional Knowledge and Understanding, whilst you will also be prepared to demonstrate all relevant Professional Skills during your school placements. Learning Outcomes are set out in full in the Module Outlines which can be found in Appendix B of your Programme Handbook.

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Structure and Content Module 1

WEEK SUBJECT STUDY AT BRUNE PARK

DIRECTED STUDY SCHOOL STANDARDS

-1 FRIDAY 2 SEPTEMBER Generic Introduction to Course Programme and key staff Individual Needs Audit through completion of Subject Knowledge Profile and assessment of Subject Specialism capability The specialist areas of Design & Technology: RM, FT, Tx, S&C in KS 3, KS4 and Post-16 Introduction to Initial KS3 Design & Make task in order study a variety of approaches to the design process. Understanding expectations of KS3 outcomes and how modelling performance helps. The implications for inclusion, English as an Additional Language, Special Educational Needs, ICT, Citizenship, Key Stage 3 Strategy of each day‟s activity,

Read D&T NC(2006) Readings: Dodd, Penfold, Attar and Eggleston Read DATA Minimum Competences and carry out audit Reflect on and discuss own learning experience of designing and making Produce an outline Scheme of Work for the Design and Make Task to include issues for inclusion, English as an additional language, SEN, ICT, Citizenship and KS3 strategy.

Q14 Q15 Q18 Q19 Q23 Q26 Q32

1 THURSDAY 8 SEPTEMBER Generic Managing the D&T environment; entry and exit routines; Health & Safety and risk assessment. Observation of classes entering and exit in Technology Department. Further study of SoW in D&T

Read and develop awareness of DATA Health & Safety Standards.

Q10 Q14 Q15 Q20 Q21 Q30 Q31 Q32

1 FRIDAY 9 SEPTEMBER AM Generic Core elements including basic drawing, rendering and presentation techniques. Either Resistant Materials Forming plastics. Introduction to the use of the pillar drill. OR Textiles Basic construction techniques in fabric.

Read and develop awareness of DATA Health & Safety Standards. Carry out a risk assessment of a DT machine.

Q10 Q14 Q15 Q21 Q30

2 WEDNESDAY 14 SEPTEMBER Systems & Control Circuit design and bread-boarding.

Bay House School

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2 THURSDAY 15 SEPTEMBER Generic NC D&T documentation, Marking, Assessment and Recording.

Planning a KS3 project

Introduction to CAD/CAM and use of ICT

Familiarisation with CAD packages and manufacture of a product using CAM

Q10 Q11 Q12 Q13 Q14 Q15 Q19 Q22 Q23

2 FRIDAY 16 SEPTEMBER Generic Visit to Intech Science and Technology Centre to explore the technology exhibitions and centre. KS3 Systems and Control; mechanisms, structures and materials.

Plan and carry out a risk assessment of an off-site visit

Preparation for Block A school experience

Q10 Q14 Q20 Q21 Q23 Q24 Q30 Q31 Q32

3 THURSDAY 22 SEPTEMBER AM Generic Preparing to carry out structured lesson observations of a D&T lesson. Either Systems and Control Basic electronics from soldering to manufacture of PCBs Producing casings for electronic products using resistant materials. Or Textiles Working with compliant materials in KS3. Use of machines and hand processes. Testing fabrics and understanding their properties and how these can be altered by different treatments.

Observe a practical lesson in specialist area and present your findings as a report. Read COSHH and CLEAPPs and BS4163:2000

Role within the school – contribution to the department. Department structure, hierarchy, posts of responsibility. Management of pupils in a hazardous environment. Participation in lessons.

Q10 Q11 Q12 Q13 Q14 Q15 Q18 Q19 Q20 Q23 Q31 Q32

3 FRIDAY 23 SEPTEMBER Food Technology Understanding classroom management issues. Making simple products.

Q10 Q14 Q15 Q21 Q30 Q31

4 FRIDAY 30 SEPTEMBER Generic Presentations and work shops by Professor Richard Kimbell - Assessment - Creativity

Use of rewards, sanctions and language in the Technology environment. Preparation for assignment 1

Preparation for assignment 1

Induction into department. Subject mentor meetings, collection of department information. Lesson observations. Identification of lessons for SE.

Q8 Q10 Q11 Q12 Q13 Q14 Q15 Q23 Q26 Q27 Q28

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5 FRIDAY 7 OCTOBER Either Resistant Materials Basic wood working skills, use of tools and managing a workshop environment. Micro-teaching Or Food – „licence to cook‟ and KS3 food

Make the practical element of each SOW that you will be teaching. Structure Teaching Practice File

Mentoring session to negotiate involvement in lessons, planning and delivery.

Q10 Q14 Q15 Q21 Q30 Q31

8 For students wishing to take the Level 2 Award in Food Safety and Catering (compulsory for FT, optional for Textiles, RM and S&C)

Completion of Level 2 Award in Food Safety and Catering – on-line certification. Review Teaching Practice File and ensure that it is completed and up to date. Preparation for block practice

Half Term

Q10 Q14 Q21 Q30 Q31 Q10 Q14 Q21 Q30 Q9

6-14 MONDAY 10 OCTOBER – FRIDAY 9 DECEMBER Ensure all lessons are supported by lesson plans with an evaluation of each lesson reflecting on both teaching and learning. Focus on health and safety in lesson plans ensuring that all potential risks have been previously identified and that classroom management takes account of the potential hazards. Lesson plans to reflect variety of techniques in questioning and effective communication. Evaluations to reflect on voice intonation, teacher body language etc as well as vocabulary used.

Full Time School Experience A Support and guide lesson planning for solo teaching. Reinforce department policies and procedures. Feedback, evaluation and reflection to inform future planning. Reinforce school systems for rewards and sanctions and maintain discipline. Reinforce Health and Safety rules. Support the development of communication skills, effective questioning techniques and subject specific terminology. Support development of planning for differentiation. Completion of block teaching experience. Assessment of Teaching File by Subject Mentor against ITT standards. Identification of targets for remainder of SE.

All standards

10 FRIDAY 11 NOVEMBER Subject Study day to share ideas and experiences at the mid-point of Placement A

Mentors to help students prepare for Subject Study Day – clarifying issues to be explored within the group.

Q7 Q9

15 TUESDAY 13 DECEMBER For students wishing to take the basic wood machining course only (compulsory for RM and S&C, optional for Textiles and FT)

Write up of risk assessment for wood machining.

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Module 2

WEEK COLLEGE DIRECTED STUDY

SCHOOL STANDARDS

16 TUESDAY 3 JANUARY – FRIDAY 6 JANUARY. Key Stage 2 placement

Study pupil grouping, baseline data, gender, class sizes, classroom management, Schemes of work and maintenance of pace and challenge.

Key Stage 2 experience. Structure of the school day, tasks and activities in Key Stage 2 classrooms, e.g. literacy and numeracy focus. Transition.

Q10 Q11 Q12 Q13 Q14 Q15 Q18 Q19 Q20 Q21 Q22 Q23 Q26

17 WEDNESDAY 11 JANUARY. Systems and Control PIC chips, GCSE level circuit design.

Update subject knowledge audit.

Bay House School

Q10 Q14 Q15 Q23 Q30 Q31

17 THURSDAY 12 JANUARY Generic Review of Subject Knowledge Audit. Jobs, interviews and career progression in DT Industrial Processes / smart materials Coursework; managing, monitoring and assessing KS4 coursework including moderation.

Review subject knowledge audit and action plan. Prepare reference information form.

Q7a Q7b Q14 Q15 Q11 Q12 Q13

17 FRIDAY 13 JANUARY

Textiles The use of ICT in Textiles including CAD/CAM sewing machines

or Resistant Materials The use of ICT in Resistant Materials including CAD/CAM router, miller and laser machines.

Q10 Q14 Q15 Q23 Q30 Q31

18 THURSDAY 19 JANUARY. Either Textiles Complex structures including pattern making or Graphics Higher level drawing, presentation and rendering techniques; including perspective, isometric drawing, nets, rendering and modelling.

Collection of school and department data and Schemes of work for inclusion in Teaching Practice File

Induction into department team: Subject mentor meetings, collection of department information Lesson observations. Identification of lessons for FSE.

Q10 Q14 Q15 Q30 Q31

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18 FRIDAY 20 JANUARY CAD/CAM resources, inspiring ideas for projects and SOW‟s, advanced skills and hands on.

Structured Lesson Observations of lessons that will be taught. Prepare for micro-teach session.

Mentor sessions with Subject Mentor to identify lessons student will teach.

Q14 Q15 Q23

19 FRIDAY 27 JANUARY (BP INSET) Food Technology Storage of food including preservation and labelling.

Make the practical element of each SOW that you will be teaching.

Q10 Q14 Q15 Q23 Q30 Q31

20 THURSDAY 2 FEBRUARY Preparation for Assignment 3 Micro teaching sessions An opportunity to share skills and build resources.

Q6 Q10 Q14

20 FRIDAY 3 FEBRUARY Either Resistant Materials Introduction to heat treatment of metals; brazing, soft soldering etc. Or Food Technology Designing with Food as a material including the use of ICT, CAD/CAM and the use of HACCP Software.

Carry out Risk Assessment of one practical activity. Read COSHH and CLEAPPs and BS4163:2000

Co-planning and Co-teaching of lessons ready to take on the full teaching commitment.

Q10 Q14 Q15 Q18 Q19 Q26

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Assessment A definition of summative and formative assessment is included in the Programme Handbook.

Summative Assessment What do I have to do? What will my assessor be looking for? The following chart can also be found in the Programme Handbook. Your subject study summative assessment is highlighted to show how it combines with other elements of the PGCE Programme to contribute towards your overall summative assessment:

Subject Study - Module 1

One 4,000 word (or equivalent) assignment graded at least ‘D’ –

minimal pass

20 M level credits

Professional Studies - Module 1

Reflective log highlighting the links between professional studies and subject application Satisfactory attendance and active participation in sessions and tasks

School Experience „A‟ Joint Summative Report graded at least “Satisfactory” (grade 3)

Professional Studies - Module 2

One 4,000 word (or equivalent) assignment graded at least „D‟ – minimal pass

20 M level credits

Subject Study - Module 2

One 4,000 word (or equivalent) assignment graded at least ‘D’ – minimal pass

20 M level credits

School Experience „B‟ Joint Summative Report graded at least “Satisfactory” (grade 3) TDA Skills Tests (Numeracy, Literacy, ICT) Completion of Standards Tracking Document

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Module One Assignment 1 (4,000 words) One 4,000 word (or equivalent) assignment incorporating a critical examination of the place of Design and Technology within the school curriculum including a detailed analysis of the practice of delivering an aspect of design technology in School „A‟. You should aim for a critical discussion, analysis and evaluation of examples of the chosen activity that you have practised during your serial and/or block experiences in school and relate this to what others have theorised and written about such activities. If you think it will be helpful to the reader, you may like to include examples of children‟s work to illustrate your points. Assessment Criteria In addition to the general criteria, which can be found in the Programme handbook, you will be expected to demonstrate:

an understanding of current debates about the nature of design technology

an understanding of current debates, initiatives and practices vis-à-vis school design technology and design technology teaching

a well structured, reflective and informed position that is argued for lucidly and accurately; you explain, with practical examples, how the position arrived at can be outworked in the classroom in terms of „concrete‟ tasks, activities and approaches to teaching/learning

a clear structure with a fluent developmental argument

an appropriate academic writing style; Standard English; Harvard style referencing; originality and flair (see also assignment writing guidelines in Appendix A of the Programme handbook)

explicit and embedded reference to the ways in which the assignment meets the Professional Standards for the Award of Qualified Teacher Status (2007)

Submission date: Thursday 15 December 2011 by 12.00 noon

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Module Two Assignment 3 (4000 words) Plan, implement and evaluate a Scheme of Work (SOW) for one class of pupils in School B or take an existing SOW and amend it and adapt it to suit the learning needs of the pupils in one of the classes you will be teaching. Reference MUST be made to recently published works on the chosen theme (see point (e) below). The submitted assignment must include: (a) an introduction (guide length 750 words) which explains and appraises the

background to the choice of that SOW, its development and/or reasons for the changes to the SOW. Make sure that you include how you intend to assess each part of the SOW;

(b) the detailed SOW (to be placed into the appendix) (c) between three and five detailed exemplar lesson plans (to be placed into

the appendix) (d) an evaluation of the SOW in practice, (guide length 2,500 words) comprising

regular comment on the plan and its implementation. Its progress, how well it matches its stated aims and its relative successes and weaknesses, together with an account of the main strengths and weaknesses of the SOW. The critical analysis central to this task should lead to reflection on the potential for improved professional practice. In order that you ay articulate the relationship between theory and practice, your evaluation must include use of and reference to appropriate literature which is related to one or more aspects of the SOW and which should include the following:

the Professional Standards for the Award of Qualified Teacher Status (2007). All assignments should identify the Standards that relate to the assignment and cite the Standards document as one reference.

Subject specific or other National Curriculum guidance from the document itself or from the QCA website and Inclusion websites. GCSE specifications

DfES references from the appropriate strategy/policy document. Show how the assignment‟s subject area or theme supports, contributes to, or is in apparent opposition to, the National Strategy(ies) or government policy. Look on the Standards website.

Subject specific websites

Ofsted report on subject best practice, inspection evidence on the issue being discussed

In addition you will have your own research.

(e) a conclusion (guide length 750 words)

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Recommended texts: Andrew Pollard, Reflective Teaching – Effective Evidence-Informed Professional Practice, Continuum 2002 Andrew Pollard, Readings for Reflective Teaching, Continuum 2002 Louis Cohen et al, A Guide to Teaching Practice, Routledge Falmer 2004 Paul Black et al, Assessment for Learning: Putting it into Practice, Open University Press 2003 Specific Assessment Criteria In addition to the general criteria, which can be found on p.34 of the Programme handbook, student teachers will be expected to demonstrate:

A critical understanding of the relationship between long, medium and short term planning

a knowledge of current issues, theories and your own position as it relates to school design technology generally, and schemes of work in design technology specifically; a knowledge of how this is outworked in the planning and delivery of lessons.

a clear structure which articulates your position in terms of the nature of design technology, and different methodological perspectives and how they are outworked in the classroom

reflection on relevant contemporary debates about the purpose of school design technology

explicit and embedded reference to the ways in which the assignment meets the Professional Standards for the Award of Qualified Teacher Status (2007)

Informed critique of relevant literature

Explicit consideration of assessment opportunities

Analysis and evaluation of the effectiveness of the SOW

A clear structure which addresses complex issues systematically and creatively

Appropriate academic writing style; Standard English and Harvard style referencing

Clear diagrammatic representation of the SOW and lesson plans Submission date: Monday 11 June 2012 by 4.00 pm

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Formative Assessment All formative assessment is designed to demonstrate your ability to achieve the required level of attainment in your two subject specific assignments and to complete Modules 1 and 2 of School Experience successfully. Formative assessment of Subject Study is summarised below, details can be found on the following pages. Directed Tasks You will be required to complete a number of subject specific tasks during university based sessions and during school experience, as directed by your subject tutor, in order to address your specific needs. For Design Technology, these tasks are included in the course outline on pages 3 to 8. Post 16 Experience and Research There follows a list of specific tasks which you will need to complete during your post-16 experience Subject Knowledge Audit Auditing your subject knowledge, and taking steps to enhance the breadth and depth of your knowledge effectively is a continuing process throughout the PGCE programme Tutorials These take place with your subject tutor to review your individual progress

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Post-16 Experience and Research

In order to be effective practitioners at 6th Form/Post-16 level (as with KS3 & 4), D&T teachers have to think reflectively about what they are doing and why they are doing it; it is hoped that your post-16 experience will provide an opportunity for you to reflect on the following subject-specific directed tasks via observation of D&T teaching and discussion with teaching staff as well as an investigation into and critique of resources and approaches to teaching the subject at this level. Overall, by the end of the week you should have become more familiar with and have reflected on recent developments in the teaching of „A‟ and „A/S‟ level D&T and have learned and reflected on possible approaches that may be used when teaching an „A‟ level class, and compared these to the strategies and approaches needed for other more vocational courses. Directed Tasks (please note that you should record your findings vis-à-vis all of these tasks so that they can be drawn upon in subsequent University sessions): 1. In the D&T lessons that you observe look for ways in which attempts are

made (or could be made) to address the various „key skills‟: application of number, communication, ICT, improving own learning and performance, working with others, problem-solving. Discuss with various teaching staff in the D&T department how they address the issue of key skills in the context of their teaching.

2a. In the D&T lessons that you observe and in subsequent discussions with

teaching staff in the department note ways in which ICT (e.g. word-processing, databases, CAD/CAM, the Internet and CD-ROMS) is utilized to consolidate and deepen the technological knowledge and skills of students.

2b. If Technology Technicians work at the school or College, investigate their

contribution to the courses on offer. 3. Study the specimen papers of the specifications being taught in the D&T

department. Look closely at the questions and associated marking schemes. Consider what teaching and learning strategies could be employed in order to effectively tackle such questions and discuss these (and other) approaches with staff in the department:

What do the students need to know?

What skills do they need to employ?

How could the answers to these two questions affect lesson planning and choice of teaching strategies?

4. Study the coursework details of the „A‟ (and „A/S‟) specifications for which the D&T department enters its students. Among the features you should note are: the way the assessment objectives are applied to the coursework

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elements; the choice of content available; the number and length of assignments required; the guidance offered by the board for the creation of mark schemes for the assignments, noting the use of progression for the objectives; the administration involved and how this sets the timetable for completion by the students; the moderating procedures and any specimen examples made available by the board. Then, study the coursework proposals of the department to note how these seek to meet the requirements of the awarding body.

5. D&T „A‟ level specifications that are taught in departments are usually

selected by the Head of Department based on three considerations: their personal preference, their expertise and the resources available to them. Familiarise yourself with the range of specifications available. Send for a copy or download from the internet two separate specifications from two different examination boards and discuss them with staff in the department. You may also send for the examiner‟s report of each particular specification. After studying each specification and discussing it with staff in the department comment on the following:

Which publishers produce the appropriate course textbooks? Are they useful and in what way(s)?

What assessment arrangements does the board make?

Do the assessment arrangements require resources? What are they?

Would the content of the course appeal to both teacher and student?

What teaching strategies are necessary for the course?

What skills are demanded from the students and how will they need to be prepared for the examination?

Does the examiner‟s report help you to decide whether to recommend the specifications?

How would the coursework/personal study be marked?

Will you need to train the students in new assignment techniques?

Is the course objectives-led? 6. Discuss with the staff in the department the extent to which National

Curriculum for D&T and the GCSE might have prepared „A‟ level students for their D&T course. Specifically:

Ask the Head of D&T for the appropriate documentation related to the „A‟ level course you are to teach. This involves details of the syllabus, the department scheme of work, the assessment procedures and the examiner‟s reports. What are the characteristics of the work of a good „A‟ level candidate?

Make a list of the principal characteristics and objectives and then consider the extent to which the study of National Curriculum for D&T and the revised GCSE will have already developed the students‟ knowledge and understanding of D&T in a way that the „A‟ level course can extend. Compare the „A‟ level assessment objectives with National Curriculum Key Elements and the revised GCSE assessment objectives

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Consider the development of students‟ skills in D&T and their ability to produce artefacts. How well developed were these skills before their „A‟ level course? Discuss this issue with students.

Discuss these questions with D&T teachers in the department and ask how such considerations influence their approaches to „A‟ level teaching.

7. Investigate any vocational courses on offer to the students. Highlight the differences between them and A levels. Discuss the criteria for advising students on the suitability of D&T subjects on offer with the staff.

Please note that most post 16 students go on study leave towards the end of May, so ensure that you have gained the required post-16 experience prior to this time.

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Subject Knowledge Audit You are required to identify two Design Technology subject areas from:

Systems and Control

Resistant Materials

Textiles

Food Technology which you will develop to an appropriate level to teach to pupils up to the end of Key Stage 3. One of these two subject areas then needs to be developed further to a level that will enable you to teach at Key Stage 4 and Post 16. On the first subject study day, you will complete a Subject Knowledge Audit. This will be used by your Subject Co-ordinator to inform a Subject Needs Analysis, which will be discussed and agreed with you. You will subsequently build up your Subject Knowledge Profile, record your progress on your Audit, and this will be monitored by your subject mentor during School Placement A and reviewed periodically by subject mentors during School Placement B. You will be expected to be pro-active in addressing any identified gaps in your subject knowledge. The Subject Knowledge Audit for Design Technology is divided into subject areas and key stage requirements. It is based on the Minimum Competences set out in DATA’s research paper No 4 Revised Summer 2006. Thus, by the end of the programme you will be able to demonstrate that you are able to meet the subject knowledge requirements of the Standards for the Award of Qualified Teacher Status (2007).

Tutorials Tutorials with your subject tutor will be arranged before the beginning of each School Experience to check your preparation for school experience and discuss your targets/subject needs and following the marking of your assignments to consider any areas for development identified by your tutor to help you improve your level of attainment in the following assignment. Your summary of teaching experience (following) will help you and your subject tutor to ensure that you cover the required range of teaching during your school placement.

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PGCE SECONDARY DESIGN AND TECHNOLOGY

SUMMARY OF D & T TEACHING EXPERIENCE FOR 2011/2012

NAME: ………………………………………………………………………………..

Experience of Teaching KS3

Experience of Teaching at KS4

Experience of Teaching at 16+ and

completion of directed tasks

Experience of Teaching Food Technology,

Textiles

Experience of Teaching Graphics, Resistant

Materials, Systems and Control

Experience of Teaching using ICT

S C H O O L A: ……………………………………………………………….. [NAME OF SCHOOL A]

S C H O O L B: : ……………………………………………………………….. [NAME OF SCHOOL B]

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Planning lessons for Lesson Objectives and Learning Outcomes

Criteria to bear in mind when framing lesson objectives:

Does the objective define a learning outcome?

Does the objective help you to determine whether pupils have learned anything at the end of the lesson – learning outcome?

Do you have ways of checking that you have met your objectives, in other words that the student has learnt that which you intended?

Consideration should be given to the part that the lesson plays in the context of long term progression of learning in terms of skills, concepts, knowledge and understanding it addresses. Consideration should also be given to learning issues arising from the previous lesson. Some useful world phrases that will give you the precision that you need in a learning objective: By the end of the lesson pupils will be able to ….

select … extract … give example of … relate … identify … choose … connect … link … make a link between … explain … illustrate … show the relationship between … explain the relationship between … comment upon … remember … recall … ask questions about … choose questions that … find … design … prioritise … extend … amplify … reorganise …

classify … sort … arrange … justify … justify their thinking concerning … explain their thinking concerning … compare … contrast … define … analyse … join up … organise … reconsider … reflect … support … support a view that … evaluate … create … construct … draw out … challenge … build … structure … represent …

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Avoid words like discuss, complete, fill in, annotate, listen, finish or gather. These are descriptions of procedures, tasks or activities. They are not learning objectives. They are fine for your activities in your lesson plan – but not for your objectives. You might legitimately want pupils to „do the exercise‟ or „fill in the table‟ or „finish the graph‟ or „do the experiment‟ but these are not learning objectives. Avoid words like become aware of, experience, learn about, empathise with or understand. These are too vague for you to assess whether or not learning has taken place. Also, they don‟t help you with defining what pupils are learning. They are perfectly valid aims and experiences, but your job is to specify the learning outcomes that will demonstrate some headway towards such aims and experiences.

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Lesson Plan University of Chichester D&T

Date Of Lesson Period Time Duration Classroom Subject Class

mins

Topic / Big Picture No of Pupils SEN / EAL Pupils; LSA / FLA Provision Teacher(s)

_____ girls _____ boys _____ total

Responsible: Student:

Learning Objectives (remember to write up on board!)

Lesson Outcomes

Today we are going to:- We Are Learning To:

At the end of the lesson, pupils will have achieved the objectives by:- What I’m Looking For:

Resources Assessment Indicators

teacher: question & answer teacher: move round & monitor tasks pupil: self assessment pupil: peer assessment classwork marks homework marks other:

Health & Safety Literacy / Numeracy / ICT

Differentiation by:

tasks……………………….. text…………………………. interest…………………….. support…………………….. grouping……………………

NC Attainment Targets Programme of Study Standards expected to be demonstrated

1) Research and Ideas 2) Criteria & Communicating 3) Planning 4) Use of tools 5) Evaluating

1 _______________ 2 _______________ 3 _______________ 4 _______________

Q_____________________________ _____________________________ _____________________________ _____________________________ _____________________________

Post Lesson Self-Evaluation

What went well:- What did not go so well:-

What I would do differently if I taught this lesson again:-

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Format & Timings Actual start time

End time

Previous Learning Outcomes

Starter

mins Greetings. Register. Share objectives with pupils. Starter exercise.

Main Body of Lesson (to include activities / transitions / extension activities / contingencies)

mins

Plenary

mins

e.g. What / How did you learn today? What can you do to improve? Next lesson we will….

Homework / Prep

mins

Previous homework to be returned to pupils: Previous homework to be collected from pupils: Homework to be set today and handed in on __________________:

Differentiation

mins Resources. Interventions. Activities. Expectations of specific pupils.

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Who will support me? Your Subject Co-ordinator, Alison Godbold, is also your Academic Adviser (see the main Programme Handbook). She will support your progress in your academic studies and your school experience and will meet you for tutorials at key points in the Programme, notably

after completion of the Subject Knowledge Questionnaire in September

at the start and end of both teaching blocks.

How will I learn? Alison will introduce theoretical sessions, supported as appropriate by visiting speakers. These presentations will lead to discussions, collaborative planning activities, differentiated and individualised practical tasks and presentations. During Module 2, there will be an emphasis on sharing experience, as well as an increased focus on critical analysis of practice, reflection and evaluation. You will be expected to take responsibility for your own learning and to demonstrate originality and determination in tackling and solving problems. At different points in the course, each student will:

Prepare and present a starter activity

Lead on a focussed practical task

Prepare a teaching resource that is interactive, poses questions and aids subject knowledge and understanding

Participate in a micro-teaching exercise

Lead a plenary session at the end of a subject study day to highlight learning and identify implications of the day‟s focus for inclusion, English as an Additional Language, Special Educational Needs, ICT, Citizenship, Numeracy Across the Curriculum and Health and Safety

Teach an ICT application to a fellow student

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Top 10 Tips from last year’s student teachers

Complete your skills tests during school A, don‟t leave it until school B.

Get everyone‟s emails and contacts for support.

Get your KS5 experience arranged early on; don‟t leave it until the end as colleges finish earlier than schools.

Be pro-active; don‟t wait for things to happen, do it yourself!

Organise your equipment and folders before starting your school placement – be organised!

Be aware that everyone makes mistakes and not all lessons will be perfect, but be prepared to learn from experience and the advice of others.

Start your assignments early and check the assessment criteria carefully.

Remember that you are a TEACHER… not a student anymore.

You may feel rubbish sometimes, but so does everyone else – use others to support you.

Don‟t give up; it‟s all worth it in the end!

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Evaluation Details of the evaluation of the Secondary PGCE Programme can be found in the Programme Handbook. As part of this process, each subject study module is evaluated. You will be asked to complete a module evaluation form, an example of which follows. Your subject tutor will analyse the responses and identify areas for development, an example of which is included in this section. Each subject route is required to select a representative member of the Secondary PGCE Programme Board. The Programme Board meets three times a year and each student representative is offered the opportunity to raise issues on behalf of their subject group.

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STUDENT MODULE EVALUATION

Programme Secondary PGCE

Module Title

Please can you complete this evaluation form to enable us to review and develop our programme. Your responses are included in the Annual Review process which operates in the University. From this process, areas for improvement are identified and implemented. 1. By the end of this module have you made progress in terms of the following learning outcomes?

Yes No

Possess a breadth of subject knowledge and know how to apply it.

Become confident and authoritative beginner teachers of design technology.

Have a clear understanding of how pupils in all social contexts should progress and what they should achieve in D&T

Be reflective and in control of their own discourse with regard to whole school issues.

Become competent in the planning of lessons and Schemes of Work, using the National Curriculum for Key Stages 3 and 4 and other relevant frameworks.

Become confident users of the National Strategy.

Gain an understanding of monitoring and assessment theory and practice.

2. Were you motivated by the learning and teaching approach?

Comment

Yes No

3 Was all the information you needed to complete this module available through the handbook? For the following 2 sections, please use the 1-4 scale as indicated:

1 very good 2 good 3 satisfactory 4 poor

Yes No

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4. Please evaluate the resources available.

1 2 3 4

Rooms

Learning Resources Centre

Access to Portia

5. Please evaluate your own contribution to the module

1 2 3 4

Attendance

Preparation for and follow-up to sessions

Active participation in sessions

6. Has this module contributed to your understanding of the following

Yes No Comment

Every Child Matters

Personalised Learning

Diversity

7. What are the strengths of this module? Thank you for taking time to complete this evaluation form. Please return it to your tutor.

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STUDENT MODULE EVALUATION SUMMARY 2010/2011

STUDENT MODULE EVALUATION

Programme Secondary PGCE

Module Title DT Summary of Evaluation 2010-2011

Number in cohort

13

Number of returns

13 (100%)

Please can you complete this summary of student evaluation. Include the number of responses and percentage. E.g. 11 (100%) 1. By the end of this module have you made progress in terms of the following learning outcomes?

1. By the end of this module have you made progress in terms of the following learning outcomes?

Yes No

reflect on the questions “Why teach Design Technology?” and “What is the purpose of Design Technology?” for this reflection to have informed your own practice in the classroom and to have developed a critical overview of current and future practice.

13 (100%)

reflect and be reflective about contemporary debates about the purpose of Design Technology in a global environment in relation to various curriculum initiatives and issues. e.g. Inclusion, Anti-racism, Multiculturalism, Anti-sexism, Gender Every Child Matters.

13 (100%)

successfully complete School B placement including the development of subject knowledge and the design or adaptation of a scheme of work which includes a rationale for the methods utilised and a critical evaluation of pedagogical practice.

13 (100%)

consider pupils‟ social and cognitive developments as particularly applicable to the teaching of school design technology; to be aware of how such factors could manifest themselves in the design technology classroom; to respond to these considerations via effective planning and teaching which is challenging and inclusive of all pupils.

13 (100%)

be able to develop stimulating and innovative teaching/learning methods. 13 (100%)

develop a range of appropriate and inclusive teaching methods and organisational practices which have been informed by theoretical and research based insights. To know and critically utilise various methods of monitoring and assessment.

13 (100%)

2. Were you motivated by the learning and teaching approach?

Comment

Yes 13 (100%)

No Motivating / supportive subject tutor (4) Variety of inspiring approaches (3) Put the learning into context (2) Always very useful (1)

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3. Was all the information you needed to complete this module available through the handbook? For the following 2 sections, please use the 1-4 scale as indicated:

1 very good 2 good 3 satisfactory 4 poor

4. Please evaluate the resources available.

1 2 3 4

Rooms 8 (62%)

5 (38%)

Tools and equipment (e.g. CAD/CAM) 11 (85%)

2 (15%)

Moodle / email 5 (38%)

7 (54%)

1* (8%)

*One student had difficulty accessing Moodle. 5. Please evaluate your own contribution to the module

1 2 3 4

Attendance 12 (92%)

1 (8%)

Preparation for and follow-up to sessions 9 (70%)

4 (30%)

Active participation in sessions 6 (46%)

7 (54%)

6. Has this module contributed to your understanding of the following

Yes No Comment

Every Child Matters 13 (100%)

Personalised Learning 13 (100%)

Diversity 13 (100%)

7. What are the strengths of this module?

Excellent support from subject tutor and BP colleagues (8) Comprehensive and inclusive practice (3) Very good subject knowledge opportunities (4) Very good facilities, real life (10) Intech trip (3) 8. Subject Co-ordinator's Action Points: Continue to develop the VLE resources (Moodle), this was used for the first time this year, with some success. This is supplemented by regular email contact. There will be some staff movement within the DT tutor team this year, so I will work with existing and new colleagues to develop the course further, especially in textiles. I have established a significant number of new DT school placements this year and I hope to be able to maintain and develop these links despite reduced numbers. New technologies and sustainability are two key areas within the new GCSE DT specifications this year, I have worked hard to develop these within the subject study modules and will continue to implement this still further.

Yes 13 (100%)

No

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Resource List

Braddock, S. et al (1998)

Techno Textiles Thames & Hudson

Davies, L., & Barratt-Hacking, E. (2005)

Meeting SEN in the Curriculum Design and Technology

David Fulton

Design and Technology Association. (2003)

The Revised Minimum Competences for Trainees to Teach Design and Technology in Secondary Schools (2nd Edition)

Eggleston, J. (2005) Teaching and Learning Design and Technology: A Guide to Recent Research and its Application

Continuum

Eggleston, J. (2001) Teaching Design and Technology. 3rd ed.

Open University Press

Morley, J., Sayers, S., & Barnes, B. (2002)

Issues in Teaching Design and Technology (Learning to Teach Subjects in the Secondary School)

Routledge Falmer

Owen-Jackson, G. (2000)

Learning to Teach Design and Technology in the Secondary School: a companion to School Experience

Routledge Falmer

Owen-Jackson, G. (2002)

Aspects of Teaching Secondary Design and Technology: Perspectives on Practice

Routledge Falmer

Owen-Jackson, G. (2001)

Developing Subject Knowledge in Design and Technology

Trentham Books

Petrina, S. (2006) Advanced Teaching Methods for the Technology Classroom

Information Science Publishing

Rutland, M. (Ed), (1997)

Teaching Food Technology in Secondary Schools

David Fulton

Spendlove, D. (2008) 100 Ideas for Teaching Design and Technology

Continuum

DATA Publicaions/Journals

Designing D T Practice D & T News The Journal of Design and Technology Education D & T Connections (published annually)

Please note that many other relevant books and journals are available in the University library and online via the e-library.

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Useful websites: Data

www.data.org.uk

Standards

www.standards.dfes.gov.uk

Becta SEN & ICT

www.becta.org.uk

Ngfl inclusion

Inclusion.ngfl.gov.uk

National Curriculum

www.nc.uk.net

QCA

www.qca.org.uk

GCSE Exams

www.ocr.uk www.aqa.org.uk

www.edexcel.org.uk