By Makiya Hind Rogers Margaret
This sequence of case experiences indicates how actual lecturers around the basic age diversity have placed layout and know-how into perform as a spotlight for his or her subject paintings. via those examples Hind Makiya and Margaret Rogers exhibit what's intended via layout and know-how within the basic college and the way challenge fixing actions can be utilized to satisfy the necessities of the nationwide Curriculum throughout numerous matters. within the strategy they take on such components of outrage because the gender and cultural implications of layout and know-how, subject making plans and lecture room association and full university curriculum regulations.
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Extra info for Design and Technology in the Primary School: Case Studies for Teachers (Subjects in the Primary School)
In each case, the teacher has planned the work and the supporting activities to achieve particular ends and to be appropriate to the age and abilities of the pupils. The projects described in the next chapters are equally applicable to the younger age-range. Teachers continuously show how it is possible for ever younger pupils to engage in more complex work, provided it is planned and adapted to the particular age-range and placed in a context that has some relevance to the pupil. 27 3 Starting in the classroom All three projects in this chapter describe work with first year junior classes (Key Stage 2: Year 3) in different schools.
The school is discussed in chapter 7). The initial focus of the work was the Chinese New Year. However, as the project developed, it moved towards dragons in different mythologies with the pupils reading dragon story-books and finally rewriting these. Additional objectives particular to this project include: • To focus on the particular science skills and processes that arise from this work. • To make a study of the different materials used in this project and throughout the school, in order to develop a coherent school policy on materials, their use, storage and access.
All of them have access to the same type of tools, the electricity kit, or the Technical Lego). However, they do not need to produce the same end results (different types of puppets will dictate different jointing systems). Through the processes of discussion and pupils’ evaluation of their work, ideas and different solutions can be shared with others, thereby giving the class access to a wider range of experience (AT 4). 23 The early years Plate 4 Map made by Reception pupils showing each child’s home Furthermore, this work can be introduced at any level, with differing results in terms of sophistication.