University workshops will draw upon your school experience and help you to interpret that experience in the light of current practice in Design and Technology education. Some sessions will introduce you to themes through focused practical tasks, Examining Board publications and leading texts. At other times you will be asked to focus on evidence you collect through your school experience. You will also be asked to use the ideas explored in the sessions in planning your future work. You will also be asked to collaborate with others in preparing and presenting your views on key issues. Your work in this module will be supported through regular meetings with your subject mentor. You will be expected to take responsibility for relating the issues addressed in this module to your personal experience and building up evidence in your portfolio. Your subject mentor and university tutor will support you in this process.

- University teaching sessions on Design and Technology Education;
- School or College tutorials with a tutor;
- University Library
- Opportunities to observe, assist in and lead teaching sessions.

Learning outcomes will be assessed through:

An assignment of 3000 words based on a critical evaluation of a teaching resource/activity in the context of its contribution to the wider school curriculum and it's place in a scheme of work/Specification. Assessment learning outcomes 1, 2, 3 and 4.

The PGCE does not allow you to combine this module with any module not contained within this award.

Design and Technology in the School Curriculum:
Aims and objectives of Design and Technology education; subject curriculum history and current curriculum debate; the nature of Design and Technology education. The variety of contexts: A2 and AS level, GCSE and KS3; cross-curriculur themes. Recent curriculum development activitie, e.g. Use of CAD/CAM and modern technologies. The role and management of coursework.

Preparing for Teaching and Learning:
Objectives and lesson planning; designing classroom tasks using a variety of resources; preparing schemes of work and issues in progression; assessment and record keeping; using simulations and practical; using visual stiulus; creativity in Design and Technology Education.

Assessment:
Formative and sumative, coursework and exmainations, written styles (including formal examinations): the essay, practical assessment adn links to KS3 documents and specifications, coursework assignments: reports, portfolios; individual and group assignments; oral assessment; competence-based approaches, profiling; grading written work, marking schemes.

- Chosen Examination Board Specification
- Final Report of Sir Gareth Roberts Review (April 2002) HM Treasury
- NAAIDT D & T: Quality through Progression; 0 906 457 165
- NAAIDT Raising Standards in D & T: Monitoring for Quality Assurance at KS3 and KS4; 0 906 457 157
- EGGLESTON, J. Teaching D & T; 0 335 208 24X
- OWEN-JACKSON, G. Teaching D & T in Secondary Schools; 0 415 260 736
Learning to Teaching D & T in Secondary Schools; 0 415 216 931
Aspects of Teaching D & T; 0 415 260 833