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| nuffield design and technology: Nuffield Design & Technology , 1995 Designed for the National Curriculum, this is part of the Nuffield Design and Technology Project, which aims to make design and technology manageable and enjoyable for the teacher and stimulating for the pupil. It meets the needs of individual pupils without stretching the school's resources. |
| nuffield design and technology: Design & Technology David Barlex, 2007 |
| nuffield design and technology: Nuffield Design & Technology 11-14 David Barlex, 2000 Fully updated in line with the 2000 National Curriculum, this second edition continues to offer an integrated approach and features improved coverage of food technology, and systems and control. It also reflects the practice recommended by OFSTED and provides more guidance on assessment. |
| nuffield design and technology: Nuffield Design and Technology Teachers Guide , 1995 |
| nuffield design and technology: Nuffield Design & Technology David Barlex, 2000 Nuffield Design & Technology 11-14 emphasises the development of design skills as a mean of improving student performance and reflects the practice recommended by Ofsted and the revised National Curriculum. |
| nuffield design and technology: Nuffield Design and Technology David Barlex, 1996 This project, designed for 14-16 year olds, builds upon the previous age group's project, but its resources focus on each of the subject areas and provide students with a more in-depth study of these. This element shows pupils how to design and make various food products. |
| nuffield design and technology: Nuffield Design & Technology David Barlex, Harrison, Black, 1995 Designed for the National Curriculum, this is part of the Nuffield Design and Technology Project, which aims to make design and technology manageable and enjoyable for the teacher and stimulating for the pupil. It meets the needs of individual pupils without stretching the school's resources. |
| nuffield design and technology: Aspects of Teaching Secondary Design and Technology Gwyneth Owen-Jackson, 2003-09-02 Beginning by outlining the national curriculum for design and technology, Aspects of Teaching Secondary Design and Technology goes on to look at what design and technology is in the primary school, at examination level and post-16. Vocational qualifications relevant to design and technology are also discussed. There are chapters looking at the relationship between design and technology and the wider social and cultural context. The development of cross-curricular skills and value judgements are discussed as are sustainability and the role of the community in the teaching and learning of design and technology. Together, these articles comprise a sound guide to good classroom practice, related to the requirements of the curriculum, and rooted in the professional perspectives of experienced teachers. |
| nuffield design and technology: Nuffield Design and Technology Project Longman Publishing Group, 1995-04-17 Designed for the National Curriculum, this is part of the Nuffield Design and Technology Project, which aims to make design and technology manageable and enjoyable for the teacher and stimulating for the pupil. It meets the needs of individual pupils without stretching the school's resources. |
| nuffield design and technology: Defining Technological Literacy J. Dakers, 2006-04-29 Never before have we so needed a new literacy that will enable us to meaningfully participate in the rapidly evolving technologically mediated world. This collection offers a solid basis for defining this new technological literacy by bringing together theoretical work encompassing philosophy, design, and pedagogy. |
| nuffield design and technology: Nuffield Design & Technology Study Guide , 1995 |
| nuffield design and technology: Nuffield Design & Technology , 1996 Concentrates on designing and making products in seven lines of interest - lighting, seating, automata, toys and games, body adornment, testing equipment and storage items. |
| nuffield design and technology: Teaching Food Technology in Secondary School Marion Rutland, 2014-04-08 The introduction of National Curriculum Technology moved away from teaching about food in the context of the home and domestic science, towards commercial food technology. This work offers an evaluation of this development and the required changes of emphasis for teaching. |
| nuffield design and technology: Researching Design Learning Richard Kimbell, Kay Stables, 2008-09-27 The product of ongoing research projects in design and technology teaching, this book summarizes the lessons learned. The book focuses on the design activity, on learning, teaching and assessment, and, more widely, on what can be learnt about the research process itself. The authors aim to answer questions such as how active, concrete learning enables cognitive and emotional growth? Researching such questions, the authors integrate the conceptual, the practical and the pedagogic. |
| nuffield design and technology: Unlocking Creativity Robert Fisher, Mary Williams, 2012-12-06 First Published in 2005. Promoting creativity can be a powerful way of engaging children in their learning. Showing how creativity can be developed across the curriculum, this book offers advice on how to: Develop children's capacity for creative thinking and achievement; use creativity to increase levels of motivation and self-esteem; teach the creative skills pupils need for success in learning and life. Combining the latest research with practical ideas and tasks, this multi-dimensional book is a must for teachers, students and educators who wish to know more about creativity in teaching and learning. |
| nuffield design and technology: Fostering Human Development Through Engineering and Technology Education Moshe Barak, Michael Hacker, 2012-01-01 Fostering Human Development Through Engineering and Technology Education (ETE) is a collaborative work offered to students, scholars, researchers, decision-makers, curriculum developers, and educators interested in the rich learning opportunities afforded by engineering and technology education. This book provides perspective about the roles ETE might uniquely play in applying contemporary pedagogical practices to enhance students' intellectual, cognitive, and social skills in the service of promoting equitable and sustainable human development. Education about engineering and technology has become an imperative for all people due to the exponential rate of technological change, the impact of globalization on culture and economy, and the essential contributions engineering and technology make in addressing global and environmental challenges. Many of today’s students wish to use their education to influence the future, and school-based engineering and technology education programs meet the needs of these “millennial students” who are civic-minded, team-oriented, and want to make a difference. Therefore, support has been rapidly increasing for the establishment of school-based engineering and technology education (ETE) programs in many countries across the globe. Chapters in this book provide discussion about dimensions of learning; capabilities, concepts and skills for third millennial learners; culturally relevant learning through ETE; and the promise of new pedagogies such as gaming and other project-based learning approaches in our digitally connected world. The author team includes renowned educational theorists, cognitive scientists, scientists and engineers, instructional designers, expert practitioners, and researchers who have coalesced best practice and contemporary thought from seven countries. |
| nuffield design and technology: Nuffield Design & Technology 11-14 David Barlex, 2000 |
| nuffield design and technology: New Frontiers in Technological Literacy J. Dakers, 2016-04-30 This book attempts to rethink the concept of technological literacy in a modern context, not only in terms of a subject area taught in schools, but also as an important general concept that all citizens should engage with. As this book will illustrate, the concept of technological literacy has no universally agreed definition. |
| nuffield design and technology: New Era in Education , 1996 |
| nuffield design and technology: Testing: Friend or Foe? Paul Black, 2002-01-04 Owing to daily work pressures and concerns, many teachers have little opportunity for considering and furthering their understanding of different issues surrounding assessment. Written in a user-friendly, jargon-free style, this text provides the reader with points of growth or change in the field of assessment. Each chapter in the text ends with a section on questions/exercises and further reading. |
| nuffield design and technology: The Primary Teacher's Guide To The New National Curriculum Kate Ashcroft, Professor Kate Ashcroft, David Palacio, 2002-09-11 This guide gives an overview of the curriculum arrangements which took effect in August 1995. The book outlines the main changes to the original National Curriculum and gives examples of ways to teach the new curriculum, together with enquiry tasks to take the teacher forward. It also covers each of the subjects of the revised National Curriculum, locating them within a context of whole curriculum planning. Looking at issues of differentiation, the book explores those additional elements of the curriculum, such as cross curricular themes and drama, that primary schools will wish to cover. |
| nuffield design and technology: Teaching STEM in the Secondary School Frank Banks, David Barlex, 2014-07-17 The skills, knowledge and understanding of the subjects involved in STEM (Science, Technology, Engineering and Mathematics) are vital for all young people in an increasingly science- and technology-driven society. This book looks at the purpose and pedagogy of STEM teaching and explores the ways in which STEM subjects can interact in the curriculum to enhance student understanding, achievement and motivation. By reaching outside their own classroom, teachers can collaborate across subjects to enrich learning and help students relate school science, technology and maths to the wider world. Packed with ideas and practical details for teachers of STEM subjects, this book: considers what the STEM subjects contribute separately to the curriculum and how they relate to each other in the wider education of secondary school students describes and evaluates different curriculum models for STEM suggests ways in which a critical approach to the pedagogy of the classroom, laboratory and workshop can support STEM for all students addresses the practicalities of introducing, organising and sustaining STEM-related activities in the secondary school looks to ways schools can manage and sustain STEM approaches in the long-term. This timely new text is essential reading for trainee and practising teachers who wish to make the learning of Science, Technology, Engineering and Mathematics an interesting, motivating and exciting experience for their students. |
| nuffield design and technology: The Newly Qualified Teacher's Handbook Elizabeth Holmes, 2013-01-11 The Newly Qualified Teachers Handbook is an essential companion for all new teachers. Practical, comprehensive and lively, this invaluable guide covers all aspects of your first crucial months and years, and will set your teaching career off on the right track. This updated and expanded second edition is the first book to draw on the new Induction Regulations for NQTs for September 2008 onwards. It gives tried and tested advice on everything you need to know, from induction to inspection, from getting your first job to continuing development. New features include a revised first chapter covering key areas of concern for trainees and NQTs, the updated statement of professional values and a comprehensive appendix detailing the code of conduct for teachers and further reading and references. |
| nuffield design and technology: Nuffield Design and Technology Katie Chester, Helen Johnson, Bettina Wilkes, 1985 |
| nuffield design and technology: Nuffield Design & Technology David Barlex, 1995-01 Designed for the National Curriculum, this is part of the Nuffield Design and Technology Project, which aims to make design and technology manageable and enjoyable for the teacher and stimulating for the pupil. It meets the needs of individual pupils without stretching the school's resources. |
| nuffield design and technology: Bringing Communities Together Bev France, Vicki Compton, 2012-07-30 Over recent years connective partnerships between educational communities and sectors outside of education have become increasingly popular. One significant reason behind this popularity has the expansion of information and communication technologies which have increased access and provided mechanisms for ongoing connections to be made between differing worlds. But... successful connections that cross cultural boundaries are not easy to establish and even harder to maintain in ways that are mutually beneficial. This book focuses on science and technology connective ventures and the complexity inherent in bringing such worlds together. . The authors have been ‘in the business’ of developing such connections and this book brings them together to describe how and why making connections can support the science/technology education sector, the technology/science communities, and the wider sociocultural life we all inhabit. A range of illustrative examples of connections-in-action provide an empirical basis from which to explore and gain insight into the issues for and potential of such connective ventures, alongside a rich mix of critical commentary, arguments, cautions and challenges. Five key principles have been distilled from the collective experience and wisdom of the authors, serving to capture that which underpins effective and efficient connective initiatives. Each principle is accompanied by a set of questions that reflect the issues raised and successes illustrated throughout the book. It is hoped these principles and questions will serve to guide people interested in developing, funding and/or participating in future connective initiatives in the fields of science and technology. |
| nuffield design and technology: STEM in the Primary Curriculum Helen Caldwell, Sue Pope, 2019-02-25 How can teachers harness the power of STEM education and learning in the primary curriculum? This book gives practical STEM ideas for the classroom and supports teachers to make the most of opportunities for rich STEM experiences across the primary curriculum. This book: Explores the nature of STEM education and why it matters Highlights the opportunities for STEM learning across the curriculum Supports teachers to design and innovate engaging STEM learning experiences Includes a chapter on STEM in the early years. |
| nuffield design and technology: Inside Science Education Reform J. Myron Atkin, Paul Black, 2003-01-01 Two international leaders offer important insights into the ways in which the discipline of science education has developed and how school curriculum has been shaped by both scientific discovery and social change. J Myron Atkin (U.S.) and Paul Black (U.K.) share their vast and varied experiences in this historical account that chronicles the many developments in the field from the end of World War II to the present. The chapters in this volume cover: the aims and politics of science education, curriculum development, subject matter boundaries, pedagogy and learning, assessment and evaluation, educational research and practice, and the teaching profession. Each theme is introduced in its historical and philosophical context, with current issues emphasized. The authors then analyze these themes by drawing on relevant episodes from their transatlantic careers. These episodes act as a springboard for developing insights into each theme, including comparisons between educational practices in the United States and the United Kingdom. Featuring compelling examples and a cohesive presentation, this groundbreaking volume is essential reading for anyone making decisions about the future of science education. |
| nuffield design and technology: Explorations in Technology Education Research P John Williams, David Barlex, 2019-01-28 This volume brings together significant international research in technology education by focusing on contemporary postgraduate research, elaborating on the findings with the aim of making the content relevant to researchers, teachers and other potential researchers in the field. The book shares with readers what the research means for classroom teachers through understanding different motivations for teaching technology in schools and observing the model of learning supported by the research. Each chapter in the book includes references to the digital edition of the respective full thesis, allowing readers to consult the research in detail if necessary. This book continues the work done by 2017’s Contemporary Research in Technology Education by the same editors. |
| nuffield design and technology: Becoming an Outstanding Primary School Teacher Russell Grigg, 2014-09-19 What is meant by outstanding teaching? What makes the best teachers stand out from the rest? How can I develop my own practice to become an outstanding teacher myself? Whether you are training to become a primary school teacher or you are newly qualified and striving to improve your practice, this fully updated second edition of Becoming an Outstanding Primary School Teacher will support, inform and inspire you on your quest for excellence. Throughout, Russell Grigg draws on theory, research and case studies of real classroom practice to discuss what it takes to become an outstanding primary teacher today. This bestselling guide has been comprehensively revised to reflect the latest changes to the curriculum, including the National Curriculum in England for 2014 and Scotland’s Building Curriculum for Excellence. It has also widened its scope to appeal to trainee and serving teachers, reflecting the new Teachers’ Standards. Key topics include: defining and measuring outstanding teaching; understanding the theory, nature and scope of the curriculum; developing thinking skills in the classroom; understanding and meeting individual learning needs; using ICT to improve pedagogy; behaviour management; monitoring, assessment, recording and reporting. Becoming an Outstanding Primary Teacher will appeal to undergraduate and postgraduate students, including those on school-based programmes such as Teach First, as well as more experienced teachers seeking inspiration. |
| nuffield design and technology: Nuffield Design & Technology Project 11-14 Nuffield Foundation, 2001* |
| nuffield design and technology: Teaching Science Creatively Dan Davies, Deb McGregor, 2010-12-14 Offers ideas to involve your students and demonstrate the potential of creative teaching to develop children's knowledge, skills, understanding and attitudes. Underpinned by theory and research, it offers informed and practical support to both students in initial teacher education, and practising teachers who want to develop their teaching.€ Illustrated by examples of children's work, this book explores the core elements of creative practice in relation to developing enthusiastic, passionate science learners. |
| nuffield design and technology: Building Capacity for Teaching Engineering in K-12 Education National Academies of Sciences, Engineering, and Medicine, National Academy of Engineering, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on Educator Capacity Building in K-12 Engineering Education, 2020-03-13 Engineering education is emerging as an important component of US K-12 education. Across the country, students in classrooms and after- and out-of-school programs are participating in hands-on, problem-focused learning activities using the engineering design process. These experiences can be engaging; support learning in other areas, such as science and mathematics; and provide a window into the important role of engineering in society. As the landscape of K-12 engineering education continues to grow and evolve, educators, administrators, and policy makers should consider the capacity of the US education system to meet current and anticipated needs for K-12 teachers of engineering. Building Capacity for Teaching Engineering in K-12 Education reviews existing curricula and programs as well as related research to understand current and anticipated future needs for engineering-literate K-12 educators in the United States and determine how these needs might be addressed. Key topics in this report include the preparation of K-12 engineering educators, professional pathways for K-12 engineering educators, and the role of higher education in preparing engineering educators. This report proposes steps that stakeholders - including professional development providers, postsecondary preservice education programs, postsecondary engineering and engineering technology programs, formal and informal educator credentialing organizations, and the education and learning sciences research communities - might take to increase the number, skill level, and confidence of K-12 teachers of engineering in the United States. |
| nuffield design and technology: Nuffield Design & Technology INSET Guide David Barlex, Paul Joseph Black, Geoffrey Harrison, Nuffield Foundation, 1994-01-01 |
| nuffield design and technology: Scottish Education T. G. K. Bryce, 2018-06-21 Interrogates the rise of national philosophies and their impact on cosmopolitanism and nationalism. |
| nuffield design and technology: Debates in Science Education Mike Watts, 2014-01-03 What are the key debates in science teaching and learning today? Debates in Science Education explores the major issues all science teachers encounter in their daily professional lives. It encourages critical reflection and aims to stimulate both novice and experienced teachers to think more deeply about their practice, and link research and evidence to what they have observed in schools. Written by expert science educators, chapters tackle established and contemporary issues enabling you to reach informed judgements and argue your point of view with deeper theoretical knowledge and understanding. Each chapter is supported and extended by carefully selected further reading and reflective questions. Key debates include: the impact of policy on science education; transition from primary to secondary school; getting right the secondary science curriculum; girls in science; sex education and science; school science and technology; language and communication in the classroom; world science, local science. With its combination of expert opinion and fresh insight, Debates in Science Education is the ideal companion for any student or practising teacher engaged in initial training, continuing professional development and Masters level study. |
| nuffield design and technology: Food Futures in Education and Society Gurpinder Singh Lalli, Angela Turner, Marion Rutland, 2023-07-11 This book brings together a unique collection of chapters to facilitate a broad discussion on food education that will stimulate readers to think about key policies, recent research, curriculum positions and how to engage with key stakeholders about the future of food. Food education has gained much attention because the challenges that influence food availability and eating in schools also extend beyond the school gate. Accordingly, this book establishes evidence-based arguments that recognise the many facets of food education, and reveal how learning through a future's lens and joined-up thinking is critical for shaping intergenerational fairness concerning food futures in education and society. This book is distinctive through its multidisciplinary collection of chapters on food education with a particular focus on the Global North, with case studies from England, Australia, the Republic of Ireland, the United States of America, Canada and Germany. With a focus on three key themes and a rigorous food futures framework, the book is structured into three sections: (i) food education, pedagogy and curriculum, (ii) knowledge and skill diversity associated with food and health learning and (iii) food education inclusivity, culture and agency. Overall, this volume extends and challenges current research and theory in the area of food education and food pedagogy and offers insight and tangible benefits for the future development of food education policies and curricula. This book will be of great interest to students, scholars, policymakers and education leaders working on food education and pedagogy, food policy, health and diet and the sociology of food. |
| nuffield design and technology: Technology's Challenge to Science Education David Layton, 1993 This work explores the relationship between science and technology in the school curriculum. Examples of science as a resource for technological capability are drawn from both real world technology and from school technology. |
| nuffield design and technology: The ICT Handbook for Primary Teachers David Hall, 2015-06-12 The ICT Handbook for Primary Teachers will help all those involved in primary education, whether in training, teaching or leadership roles, to develop the ICT knowledge, understanding and skills required to enhance children’s learning in the classroom. This new edition reflects the changes to the curriculum from 2014. It includes a new section on the Computing curriculum and an overview of the reorganisation of those online agencies that serve to support ICT. Covering theory and practise this essential handbook explores and outlines the usefulness of a wide range of up to date ICT resources in a range of primary contexts, and advice is offered on assessing whether ICT is preferable to other approaches for ‘enhancing learning’. With reference to supplementary online resources, providing activities, multimedia resources and further reading, the book covers: the requirements of the new Computing curriculum, the place for ICT in enhancing teaching and learning across the curriculum, using ICT in core curriculum subjects and in cross-curricular contexts, different models of e-learning (interactive whiteboards, tablet PCs, mobile devices, the Internet etc), how ICT can be used to help pupils with special educational needs and using ICT for planning, delivery, assessment and recording. This book is an indispensible guide to ICT for students on PGCE, BEd and undergraduate teaching courses, along with practising teachers, SENCOs, ICT coordinators and school leaders. |
| nuffield design and technology: The British Motor Industry, 1945-94 Timothy Whisler, 1999-05-06 A fascinating and well-researched look at the British motor industry which will appeal to both academic readers and practitioners alike. Why are there now no major car manufacturers in Britain? Whisler considers this and the surrounding issues, making valuable comparisons with overseas manufacturers operating both in the UK and abroad, which provide us with additional interest and insight. Based upon careful use of company archives, this book covers in particular the issues of product development, quality, design, and range, ensuring that The British Motor Industry is destined to make a distinctive contribution to our understanding of the performance of UK manufacturers. |
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