Design Technology Subject Handbook Contents 2013-2014 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 15

Tutorials 15

Summary of subject teaching experience 16

Lesson Design and Planning 17

Lesson plan pro forma 19

Who will support me? 21

How will I learn? 21

Hints and Tips from previous student teachers 22

Evaluation 23

How Subject Study modules are evaluated 23

Module evaluation form 24

Subject co-ordinator‟s summary of module evaluation 2012 26

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

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

Ann Jones Education Librarian a.jones@chi.ac.uk 01243 812094

SIZ Helpdesk Student ICT queries etc help@chi.ac.uk 01243 816222

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.

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: (Wednesday),Thursday and Friday TIMES: 9:00 am - 5:00 pm COURSE TUTORS: Alison Godbold (Subject Co-ordinator), Joy Male, Helen Stapleton, John Pilkington (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 Teachers‟ 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 Teachers‟ Standards as set out in „Teachers‟ Standards‟. The sharpest focus will be on Part One: Teaching, whilst Part Two will underpin everything you do and you will be expected to demonstrate consistently high standards of personal and professional conduct during your school placements. Learning Outcomes are set out in full in the module outlines to be found in your Programme Handbook.

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Structure and Content Module 1

WEEK SUBJECT STUDY AT BRUNE PARK

DIRECTED STUDY SCHOOL STANDARDS

0 FRIDAY 6 SEPTEMBER Core 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 at KS3, 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 and Citizenship.

Read D&T National Curriculum (2006) Readings: Eggleston and Owen-Jackson 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 (PLTS)

S1, S3, S5

1 THURSDAY 12 SEPTEMBER Core Managing the D&T environment; entry and exit routines; Health & Safety and risk assessment. Observation of classes entering and exiting Technology Department. Further study of SoW in D&T

Read and develop awareness of DATA Health & Safety Standards.

S1, S3, S7

1 FRIDAY 13 SEPTEMBER AM Core 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.

S3

2 WEDNESDAY 18 SEPTEMBER Systems and Control PIC chips, GCSE level circuit design. OR Self study

S3

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2 THURSDAY 19 SEPTEMBER Food and Nutrition Understanding classroom management issues. Making simple products for KS3.

S3

2 FRIDAY 20 SEPTEMBER Core Visit to Intech Science and Technology Centre to explore the technology exhibitions and centre. KS3 Sustainability, 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

S3, S4

3 THURSDAY 26 SEPTEMBER Either Systems and Control KS3 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.

Read COSHH and CLEAPPs and BS4163:2000

Textiles at Bishop Luffa School

S1, S2, S3, S4, S5, S7

3 FRIDAY 27 SEPTEMBER Core Preparing to carry out structured lesson observations of a D&T lesson. NC D&T documentation, Marking, Assessment and Recording.

Planning a KS3 project

Introduction to CAD/CAM and use of ICT Food – KS3 food and nutrition National Curriculum requirements for KS3

Observe a practical lesson in specialist area and present your findings as a report. Familiarisation with CAD packages and manufacture of a product using CAM

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

S2, S3, S6

4 FRIDAY 4 OCTOBER Either Textiles Complex structures including pattern making or Graphics Higher level drawing, presentation and rendering techniques; including perspective, isometric drawing, nets, rendering and modelling.

Induction into department. Subject mentor meetings, collection of department information. Lesson observations. Identification of lessons for SE. Textiles at Bishop Luffa School

S3

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5 FRIDAY 11 OCTOBER Core Preparation for assignment 1 Resistant Materials Basic wood working skills, use of tools and managing a workshop environment. Micro-teaching

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.

S3

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

S3

6-14 MONDAY 14 OCTOBER – FRIDAY 13 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 Teachers‟ Standards. Identification of targets for remainder of SE.

All standards

8 THURSDAY 31 OCTOBER 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.

S1, S3

10 FRIDAY 15 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.

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Module 2

WEEK COLLEGE DIRECTED STUDY

SCHOOL STANDARDS

16 TUESDAY 6 JANUARY – FRIDAY 10 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.

17 WEDNESDAY 15 JANUARY. Core DATA Health and Safety course covering COSHH, LEV etc

Update subject knowledge audit. Risk assessment and BS4163:2007

S3

17 THURSDAY 16 JANUARY Core 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 personal statement and covering letter.

S3, S6

17 FRIDAY 17 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.

Textiles at Bishop Luffa School

S3

18 THURSDAY 23 JANUARY Food and Nutrition Storage of food including preservation and labelling.

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 SE.

S2, S3, S6

18 FRIDAY 24 JANUARY Core CAD/CAM resources, inspiring ideas for projects and SOW‟s, advanced skills and hands on.

Structured Lesson Observations of lessons that will be taught. Make the practical element of each SOW that you will be teaching.

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

S3

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19 FRIDAY 31 JANUARY Core Presentations and workshops by Professor Richard Kimbell - Assessment - Creativity

Use of rewards, sanctions and language in the Technology environment. Preparation for assignment 3

Prepare for micro-teach session.

S3

20 THURSDAY 6 FEBRUARY Food and Nutrition Designing with Food as a material including the use of ICT, CAD/CAM and the use of HACCP Software. Core Micro teaching sessions An opportunity to share skills and build resources.

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.

S1, S3

20 FRIDAY 7 FEBRUARY Core Preparation for Assignment 3 Resistant Materials Introduction to heat treatment of metals; brazing, soft soldering etc.

S1, S3

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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) 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 Teachers‟ Standards (2012)

Submission date: Thursday 19 December 2013 by 12.00 noon For regulations regarding any required resubmission, please see the main Programme Handbook.

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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 may 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 Teachers‟ Standards (2012). 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, Inclusion websites and GCSE specifications

DfE 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 3rd Ed. – Effective Evidence-Informed Professional Practice, Continuum 2008 Andrew Pollard, Readings for Reflective Teaching, Continuum 2002 Louis Cohen et al, A Guide to Teaching Practice 5th Ed., Routledge Falmer 2010 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 in 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 Teachers‟ Standards (2012)

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 16 June 2014 by 4.00 pm. For regulations regarding any required resubmission, please see the main Programme Handbook

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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 in this handbook.

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 Rationale: In order to be effective practitioners at 6th Form/Post-16 level (as with KS 3 & 4), DT teachers have to think reflectively about what they are doing and why they are doing it. Regardless of the Key Stages chosen for assessment, during the Programme, each student teacher should gain experience of planning, teaching and assessment at post-16 and complete the following subject-specific directed tasks via observation of DT teaching and discussion with teaching staff as well as an investigation into and critique of resources and approaches to DT at this level. By the end of the Programme, you should have become more familiar with and have reflected on recent developments in the teaching of „A‟ and „A/S‟ levels in DT and you should have learned and reflected on possible approaches that may be used when teaching an „A‟ level class. Directed Tasks (You should present your findings in your Personal Development Profile): 1. Study the specimen papers of the syllabuses being taught in the DT

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?

2. „A‟ level syllabuses are often selected by departments in the light of three considerations: personal preference, staff expertise and the resources available. Familiarise yourself with the range of syllabuses available. Send for (or download) a copy of the syllabuses of two different examination boards and discuss them with staff in the department. You may also send for the examiner‟s report of each particular syllabus. After studying these, and discussing them 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 are the issues relating to the use of text-books when teaching DT at AS- and A–level?

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?

Is the course objectives-led?

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3. 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 from May onwards, 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 Technology

Resistant Materials Technology

Textiles Technology

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 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 Teachers’ Standards (2012).

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 page) 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 2013/2014

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 Learning Objectives and Lesson Outcomes

Criteria to bear in mind when framing learning objectives:

Does the learning objective focus upon learning?

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

Do you have ways of checking that you have met your learning 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 that it addresses. Consideration should also be given to learning issues arising from the previous lesson. Some useful words and 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 learning 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 Teacher: Student Teacher:

Learning Objectives (remember to write up on board!)

Lesson Outcomes (At the end of the lesson pupils will have achieved the outcomes by...)

We Are Learning To:

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 (NC doc)

Standards expected to be demonstrated

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

1 _______________ 2 _______________ 3 _______________ 4 _______________

_____________________________ _____________________________ _____________________________ _____________________________ _____________________________

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

Learning Objective

Starter

timing Greetings. Register. Share learning objective with pupils. Starter exercise.

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

timing

Plenary

timing

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

Homework / Prep

Previous homework to be returned to pupils: Previous homework to be collected from pupils: Homework to be set today and handed in on __________________: Details of H/W

Differentiation

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 and lead subject sessions, supported as appropriate by visiting speakers. These sessions will include discussions, collaborative planning and learning activities, differentiated and individualised practical tasks and presentations. Throughout both modules, there will be an emphasis on sharing experience, as well as an increased focus on self and peer critical analysis of practice, reflection and evaluation. You will be expected to take responsibility for your own learning and to demonstrate originality, determination and professionalism in tackling and solving problems. The collaborative and supportive nature of the sessions reflects the practice of and within school departments and will support your development towards Standard 8; Fulfil wider professional responsibilities. Your full participation in and commitment to the subject study sessions and the activities therein is both expected and valued. 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 previous student teachers

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 2012/2013

STUDENT MODULE EVALUATION

Programme Secondary PGCE

Module Title DT Summary of Evaluation 2012-2013

Number in cohort

5 Number of returns

5 (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

have reflected on the questions of Why teach Design Technology? and “What is the purpose of Design Technology?‟ and for this reflection to have informed their own practice in the classroom; to have developed a critical overview of current and future practice

5 (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. eg Inclusion, Anti-racism, Multiculturalism, Anti-sexism, Gender Every Child Matters

5 (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

5 (100%)

have considered 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

5 (100%)

be able to develop stimulating and innovative teaching/learning methods 5 (100%)

have developed 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

5 (100%)

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

Comment

Yes 5 (100%)

No Excellent course delivery with lots of useful resources. Learnt lots Excellent subject knowledge and support Well motivated by subject tutor

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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 5 (100%)

Learning Resources Centre 5 (100%)

Access to Portia 5 (100%)

5. Please evaluate your own contribution to the module

1 2 3 4

Attendance 5 (100%)

Preparation for and follow-up to sessions 5 (100%)

Active participation in sessions 5 (100%)

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

Yes No Comment

SEN 5 (100%)

Differentiation

Personalised Learning 5 (100%)

Diversity 5 (100%)

Included all the way through

7. What are the strengths of this module? Excellent support (3) Well delivered, great facilities (3) Supportive subject tutor (3) Tailored the course to meet individual needs as required (1) 8. Subject Co-ordinator's Action Points: Ensure the subject handbook is available electronically on Moodle Continue to adapt the course to meet the needs of individuals and the profession Continue to develop and maintain the excellent links with our partner schools and to encourage more involvement from within the partnership (e.g. involvement on the interview panel)

Yes 5 (100%)

No

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Resource List

Braddock, S. et al (2007)

Techno Textiles 2 Thames & Hudson

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

Meeting SEN in the Curriculum Design and Technology

David Fulton

Davies, L. (1990) 101 Red Hot Starters – Design and Technology

Letts

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. (2013)

Debates in Design and Technology Education

Routledge

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

http://www.data.org.uk/

Standards

https://www.education.gov.uk/publications/eOrderingDownload/teachers%20standards.pdf

National Curriculum

http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00199489/dt

QCDA

http://webarchive.nationalarchives.gov.uk/20110813032310/http://www.qcda.gov.uk/default.aspx

GCSE Exams

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

www.edexcel.org.uk