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| 1.
Introducing Craft, Design and Technology |
| An exploration of the
scope of Craft, Design and Technology at the early high school level
- the time when British students take the Genernl Comprehensive School
Examination (GCSE). The program looks at the options open to students
and considers the assessment of project work. |
| 2.
The Foundation Years |
| This program is an introduction
to the teaching of Craft, Design and Technology to 11 - 14 year olds
emphasizing the importance of an integrated approach to the teaching
of design and technology. The aim of the program is to encourage CDT
teachers to develop an integrated and progressive curriculum for teaching
during the foundation, or middle school, years. |
| 3.
Design, Make and Evaluate |
| This program follows
the progress of a Design and Technology project from the setting of
the design brief (to design and make a clock) through to the evaluation
of the completed product. The film shows the range of activties in
which children engage during the course of a major CDT project. It
looks at their research, their early design ideas, the ideas they
choose to develop, their making skills and final evaluation of their
work. |
| 4.
Evaluating Design |
| A look at the ways in
which we can assess design. The aim is to show the differences in
the way products are evaluated, and how designers, manufacturers and
consumers often differ in their view of 'good' design. |
| 5.
Work in Progress |
| This film was based
around the theme "Learning Through Play." At the beginning
of the project, the students were taken to observe young children
at the local play group. From this visit the deveoped their own ideas
of toys they could design and make. In contrast, the young chiIdren
were asked to form themselves into a puppet theatre company and design
the own puppets for a production for young children. |
| 6.
Assessment |
| This program looks at
the assessment of children's work in CDT during the early years of
schooling to help children recognize the many different ways in which
they can develop essential concepts of design and technology for later
years. The program emphasizes the importance of developing chidren's
critical awareness of their own work and stresses that assessment
should be used to enhance their confidence in the things they can
do well. |
| 7.
Management |
| In this program the
role of the teacher as manager is discussed. The aim is to consider
management issues such as workshop organization, consumable resources,
purchase of equipment and staffing policy in a series of teacher discussions
and interviews. |
| 8.
INSET (Inservice Training) |
| This program is based
mainly around an INSET course run for teachers from a diverse range
of backgrounds taking a course on product design in which they worked
on problem solving, designing, making and computer programming. |
| 9.
Design and Technology Exhibition |
| This program comes from
the Craft, Design and Technology Exhibition at Wembley in October,
1985 and features many of the exhibitors including school projects. |
| 10.
Where Do We Go From Here? |
| This program places
Craft, Design and Technoloyin its context and shows its relevance
to life, work and leisure. We talk to young students of the subject
and also to established designers. |
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