By Gwyneth Owen-Jackson

ISBN-10: 0203961676

ISBN-13: 9780203961674

ISBN-10: 0415423694

ISBN-13: 9780415423694

Containing a wealth of sensible actions and fabrics that offer first-class possibilities to examine studying and function inside of layout and know-how, this publication additionally comprises case stories and examples of present strong perform and various tried-and-tested recommendations. especially designed to be written in without delay it presents an invaluable list of development and is followed by way of a Companion Website. Designed for use by way of pupil lecturers, NQTs and starting lecturers, this workbook covers each one major professional zone of layout expertise: electronics and communications expertise (ECT), meals expertise, fabrics know-how and textiles know-how. themes lined comprise: layout and expertise within the institution curriculum the significance of wellbeing and fitness and security using ICT within the instructing of layout and know-how making plans classes coping with the school room evaluation matters the mixing of literacy, numeracy, citizenship and sustainability into layout and expertise your personal expert improvement. This ebook enhances the market-leading textbook studying to educate layout and know-how within the Secondary institution (also released via Routledge), yet can be used both effectively by itself.

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Extra resources for A Practical Guide to Teaching Design & Technology in the Secondary School (Routledge Teaching Guides)

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Spendlove and P. Grover (eds) DATA International Research Conference 2005, Wellesbourne: DATA DATA (2003) Minimum Competences for Trainees to Teach Design and Technology in Secondary Schools, Research Paper 4, Wellesbourne: DATA DfEE/QCA (1999) Design and Technology: The National Curriculum for England, London: HMSO. net DfES (2004) Key Stage 3 National Strategy Foundation Subjects: Design and Technology Framework and Training Materials, London: HMSO Ofsted (2006) Food Technology in Secondary Schools, London: Ofsted.

Sensory analysis can be undertaken for taste or for all the above elements. If undertaken, this should be done as scientifically as possible with consideration given to the presentation of the foods to be tested, water for cleaning the palate between tasting and proper recording of the results. There is some guidance on sensory evaluation tests in Owen-Jackson (2001). Food technology knowledge and skills In addition to product development, pupils need opportunities to develop their practical making skills, knowledge and practical application of hygiene and safety, knowledge and understanding of nutritional and scientific aspects of foods and how these link to product development, marketing aspects of food production and the social, cultural and environmental influences.

Are these available, if not, how do you obtain them? Throughout Key Stage 3, do pupils’ knowledge and skills build progressively, increasingly becoming more complex and challenging? g. literacy and numeracy? Do pupils have opportunities to work with ICT within the materials technology context? Are economic, social, moral and cultural issues addressed? Are environmental and sustainable issues addressed? Over the course of Key Stage 3, each of the above points should be answered positively; if not, are there any ways in which the schemes of work could be amended?

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A Practical Guide to Teaching Design & Technology in the Secondary School (Routledge Teaching Guides) by Gwyneth Owen-Jackson


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