Part two: Teaching knowledge Liam Anderson, Head of Design & Technology at Trinity School, Newbury In part one of this blogpost, I shared some thoughts and reflections on how mentors could support design and technology (D&T) student teachers with developing their understanding of curriculum planning and considering the ‘big picture’ of D&T. In this second […]
Category: Pedagogy
Developing student teachers’ understanding of D&T curriculum planning
Part One: Learning to plan Liam Anderson, Head of Design & Technology at Trinity School, Newbury I was privileged to recently lead a session at the University of Reading for D&T student teachers on curriculum planning. In this blog post, I will share some of my reflections on how to effectively support student teachers to […]
Providing clear scaffolding and modelling of great teaching in design and technology when mentoring student teachers in schools – Part 2
Liam Anderson, Head of Design & Technology at Trinity School, Newbury This is the second of a two-part blogpost on scaffolding and modelling great teaching in design and technology when mentoring student teachers in schools. In the Part 1 of this two-part blogposts, I discussed how D&T student teachers will come with different knowledge, skills […]
Providing clear scaffolding and modelling of great teaching in design and technology when mentoring student teachers in schools – Part One.
Liam Anderson, Head of Design & Technology at Trinity School, Newbury This blogpost follows on from a recent (December 2021) initial teacher training (ITT) Mentor TeachMeet with the University of Reading, sharing school-based best practice from across Berkshire with mentoring secondary student teachers. This is part one of two blog posts on scaffolding and modelling […]
Some of the cracks are still showing!
Drew Wicken, Director of Design & Technology, Co-op Academy Stoke-on-Trent I completed my teacher training over a decade ago, when design and technology (D&T) was fragmented into many different subject disciplines. I had the privilege of completing a 3-year degree in D&T with education. This helped build and shape my knowledge of the subject and gave […]
Why do we emphasise object-based learning through the use of handling collections at Goldsmiths?
Alice Hellard, Goldsmiths University of London At Goldsmiths the major curriculum studies assignment during the D&T PGCE programme is focused on active and object-based learning. We live in a period in which arguments for knowledge-based learning and conventional ‘academic’ teaching and learning are ever more influential in policy and curriculum agendas (Gibb, 2021), which can […]
I might be wrong …
I might be wrong, but did I think more about me than them ….?
Authentic design tasks: How to teach the important and challenging dialogue with a client?
Gerald van Dijk, University of Applied Sciences, & Remke Klapwijk, TU Delft, The Netherlands Are you introducing your preservice teachers to ‘Design and Technology pedagogies’ in which pupils work with real clients? During these authentic design processes, communication between the students and their client is crucial. For both parties it is not always easy to […]