|Fulltext||0.11 MB||PDF (requires Acrobat Reader)||Previous | Next|
|Authors:||Carolyn Chalkley: University of Sunderland, England|
|Philip Whiston: University of Sunderland, England|
|Publication title:||A Comparison of Two English Primary Schools in their Consideration of Progression in Design and Technology Education|
|Conference:||PATT 1996. Proceedings from the conference "Pupils Attitude Towards Technology"|
|Publication type:||Abstract and Fulltext|
|Abstract:||Design and Technology is a compulsory foundation subject of the revised National Curriculum of England and Wales and has been since the initial orders were introduced in 1991, amidst an atmosphere of unease in primary schools, despite there being a tradition of ’craft’ activities in many establishments previously.|
It is against this background of expecting children to initiate design ideas and perform certain practical skills that this paper is presented.
Repeated revision of the statutory order has necessitated that primary schools reassess their policy and practice in the light of such changes. Compliance with the National Curriculum requirements varies considerably throughout the country. The better schools address the issues of progression in Design and Technology so that their pupils are challenged and extended, irrespective of age or ability.
This paper begins by considering the notion of progression generally, and goes on to exemplify the comprehensive nature of putting theory into practice in two schools where design and technology is seen to be a valuable component of their curriculum, making specific reference to the following aspects:
What is Progression?
Use of Materials
Measurement of Progression
|No. of pages:||13|
|Series:||Linköping Electronic Conference Proceedings|
|Publisher:||Linköping University Electronic Press, Linköpings universitet|
|REFERENCE TO THIS PAGE |