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B.Sc. (Hons) Secondary Designand Technology Education
At NTU we support the D&TA manifesto by ….• delivering a D&T education that is fit for the 21st century• having an integra...
Aims of the programme• To enable you to become an exciting and effectivesecondary school teacher by providing you withappr...
Four modules and a common coreYear 1 & 2Design & Technologyin Education andSocietyMainlyDesigningMainlyMakingDesigning& Ma...
Design & Technology in Education andSocietyMainly DesigningMainly MakingDesigning and Making
Design and Technology in Educationand Society (DTES)• Content:– Nature of education– Value of D&T in the curriculum– Think...
Initial Ideas - AimeeActivity Book‘Touchy feely’ book foryounger kids‘Taggies’ books – inE.L.C“interactive blanket”Activit...
Mainly Designing (MD)• Content:– Design methodology– Design in D&T curriculum– Communication for designing• Assessment:– C...
High ChairPaint DryingModelFoldedBracketsIt Fits!Seat FrameTapping the holeDesign & Technology in education andsocietyMain...
Mainly Making (MM)• Content:– Skills in materials (including: materials,electronics and food)– Selection and application o...
Final Design – Coca Cola CupcakesCupcake no.1Functions of ingredientsDecorate withpopping candy– fun &surprisingUse chocol...
Designing and Making (D&M)• Content:– Integrate the skills and knowledgedeveloped across other the threemodules: Mainly De...
E-portfolio
E-portfolio• To be used by the students to‘document and reflect upon theways…(they have) met the learningoutcomes’ (Stefan...
Year 3• Runs alongside PGCE year• Modules:– Subject Application Studies: pedagogy,subject knowledge– School experience– Ed...
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BSc (Hons) Secondary Design and Technology Education

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Transcript of "BSc (Hons) Secondary Design and Technology Education"

  1. 1. B.Sc. (Hons) Secondary Designand Technology Education
  2. 2. At NTU we support the D&TA manifesto by ….• delivering a D&T education that is fit for the 21st century• having an integrated approach to designing and making• educating trainee teachers who:• can teach all materials to key stage 3 with a minimum of onespecialism to key stage 5• are confident in using and teaching new technologies• are innovative and creative when designing and teaching
  3. 3. Aims of the programme• To enable you to become an exciting and effectivesecondary school teacher by providing you withappropriate professional skills, knowledge and values• To provide you with the knowledge and skills of Designand Technology to enable you to apply the subjectinnovatively, dynamically and responsibly• To have a critical understanding of Design andTechnology, its place in the secondary schoolcurriculum and a wider social context.
  4. 4. Four modules and a common coreYear 1 & 2Design & Technologyin Education andSocietyMainlyDesigningMainlyMakingDesigning& MakingE-portfolio
  5. 5. Design & Technology in Education andSocietyMainly DesigningMainly MakingDesigning and Making
  6. 6. Design and Technology in Educationand Society (DTES)• Content:– Nature of education– Value of D&T in the curriculum– Thinking skills– Creativity– ethical, cultural, economic andenvironmental factors in society• Assessment:– Presentation– Coursework– Reflections: e-portfolio
  7. 7. Initial Ideas - AimeeActivity Book‘Touchy feely’ book foryounger kids‘Taggies’ books – inE.L.C“interactive blanket”Activity trail bookslightly older kidsPuzzle trail to followaround NC (usingpictures & textures)Design & Technology in education andsocietyMainly DesigningMainly MakingDesigning and Making
  8. 8. Mainly Designing (MD)• Content:– Design methodology– Design in D&T curriculum– Communication for designing• Assessment:– Coursework– E-portfolio: evidencing development ofknowledge, understanding and skillsusing Minimum Competencies
  9. 9. High ChairPaint DryingModelFoldedBracketsIt Fits!Seat FrameTapping the holeDesign & Technology in education andsocietyMainly DesigningMainly MakingDesigning and Making
  10. 10. Mainly Making (MM)• Content:– Skills in materials (including: materials,electronics and food)– Selection and application of skills• Structure:– Year 1: all material areas (to teach KS3)– Year 2: one material area (to teachKS4&5) and personal development inother areas through D&M• Assessment:– Coursework: integrated products– E-portfolio: evidencing development ofknowledge, understanding and skillsusing Minimum Competencies
  11. 11. Final Design – Coca Cola CupcakesCupcake no.1Functions of ingredientsDecorate withpopping candy– fun &surprisingUse chocolateinstead ofcocoa –richer / morechocolateyflavourDesign & Technology in Education andSocietyMainly DesigningMainly MakingDesigning and Making
  12. 12. Designing and Making (D&M)• Content:– Integrate the skills and knowledgedeveloped across other the threemodules: Mainly Designing, MainlyMaking and Design and Technologyin Education and Society– Work with a range of design briefs• Assessment:– Projects: five integrated projects, twogroup and three individual– E-portfolio: evidencing developmentof skills in year 1 and a utilisation ofnew skills learnt in year 2
  13. 13. E-portfolio
  14. 14. E-portfolio• To be used by the students to‘document and reflect upon theways…(they have) met the learningoutcomes’ (Stefani et al, 2008)• Year 1: document skills learnt• Year 2: reflect on how skills havebeen used to design and make• Student-led:– Document knowledge & skills usingMinimum Competencies as a startingframework– Reflecting on progress– Identifying their own learning needs
  15. 15. Year 3• Runs alongside PGCE year• Modules:– Subject Application Studies: pedagogy,subject knowledge– School experience– Education and Professional Studies

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