By Pat Williams
Discusses how CDT suits into the first curriculum and goals to aid academics through the preliminary phases of introducing this sort of considering and making paintings. It explains easy options of DT, comprises case reviews protecting paintings around the complete
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Additional info for Design And Technology 5-12
These children had acquired their vocabulary gradually as they made and tested small concrete beams. They explained compressive strength in terms of squash and tensile strength in terms of stretch—perhaps not highly scientific but phrases which denoted a genuine understanding at their level of the concepts involved. This extending vocabulary does not just relate to one particular situation and the words will readily become part of an everyday vocabulary—thermal, plastic, brittle, malleable, etc.
These were children in a village school described by their teacher as not very able or forthcoming. Working with a range of materials and using different processes will very often necessitate a fairly complex and technical vocabulary and there is no reason why children should not be introduced to these words gradually. Some junior children were being shown around a Ready-mix concrete factory. The foreman was being helpful and carefully explaining that concrete is mixed like a cake —to a recipe.
Frank Smith) Although much of the Design Technology experience lends itself to communication through drawing, a variety of writing skills will be necessary to complement this and to ensure effective communication. It will be necessary to write concisely, isolating important facts, to label clearly, to sequence actions so that appropriate and accurate directions may be given to others. In reporting the development of the project the children can be encouraged to keep notes at each stage and then to use these at the end to produce a brief report.
Design And Technology 5-12 by Pat Williams