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How many areas of D&T do you teach?

Discussion in 'Design and technology' started by jamajor, Jan 12, 2011.

  1. Hi
    I'm just wondering how many areas of D&T you teach and if you were trained as a D&T teacher or if you were trained in an individual subject specialism e.g RM or Food. Also if you were trained in one/two areas and now have to teach all areas what support did you get and do you find it aids students learning to have the one teacher teach all areas of D&T.
  2. Hi
    I'm just wondering how many areas of D&T you teach and if you were trained as a D&T teacher or if you were trained in an individual subject specialism e.g RM or Food. Also if you were trained in one/two areas and now have to teach all areas what support did you get and do you find it aids students learning to have the one teacher teach all areas of D&T.
  3. littlemissraw

    littlemissraw Occasional commenter

    In my NQT I taught all three areas of Technology, RM, Graphics, Food, as well as ICT KS3. No support was given. (Although I did get given work for ICT so can't complain about that).
    Some D&T skills are transfereable but some benefit more from specialist training. x
  4. Here we go again! It is one subject, don't let materials get in the way! Can you really imagine Phillipe Starck restricting his thinking by narrow material groups? Think about new materials. Precious Metal Clay uses ceramic skills but its metalwork. What can you do with Sugru?
    Enjoy the diversity whilst we have still got a subject called D&T
  5. I realsie D&T is one subject and all material areas follow the same process this isn't my dispute. What I do find difficult to understand is if you have trainned in two areas then how are you suppose to know about the other areas as in-depth as you know your own. To me it's not like teaching other subjects that you are less familiar with, where you get a book and read up on it and pray you teach it correctly, it's knowing how to use a vast range of equipment that you don't necessarily use in your day to day life. Does it really benifit students to have the same teacher all year when they are not competent in the area they are teaching? Learning how to use equipment is one thing but what happens when things go wrong? In all D&T lessons something happens. A student does something wrong and the product they are making needs rectified. If it's not your main area you look a bit of a fool when you say you don't really know what to do. It's not as if you can keep popping into another teachers lesson asking them what to do as something has gone wrong. I don't have a problem with teaching all areas if i am trainned but this takes time and it's time that you don't always get.
  6. Interesting discussion, I would love to agree with DTWizard but the 'all material areas' sound like materials that can be bent/shaped/moulded/cut and so fall in the earea of resistant or compliant materials.
    Where does Electronics fall in this? I was trained in RM/SysCon in my PGCE but the Sys/Con was very skimpy and after discussions with other teachers it is this area that can be problematic. My degree is in Electronics so i can work out how a circuit works and, more importantly, fix a non-working circuit made by a pupil. Without that experience under my belt the PGCE would be no help. I would feel the same if asked to teach Food even though I am a competant cook the dynaimcs of the food room baffle me. I have done some of my own dressmaking and home furnishing making but to teach textiles? I am happier in the workshop but when it comes to the production of excellent hand drawing the Graphics teacher leaves me way behind.
    We rotate so all subjects are taught by the relevant specialist. I still get to know the kids so that by Year9 I have taught all the pupils at least once.

    I have also taught - RM, SysCon, Electronics products, Engineering Dual/Single GCSE, PSHE, ICT, Maths. It is what we do.
  7. Very interesting discussion. As a textiles specialist who has in the distant past taught Food (Home Ec as it was then) and Graphics (technical drawing way back then!) I believe the best results are achieved by having specialists. In my faculty the textiles and food teachers are specialist, we have two RM teachers who aso teach some graphics and a graphics and RM specialist who teaches electronics, RM and product design. The graphics, RM and electronics seems to merge at KS3 and all teachers teach all areas, but we have tended to have our specialisms at KS4 and 5, hance we do get very good results and I know for a fact no-one else in the faculty but me could teach the level of practical skill required for the A'level projects we produce, because i have been making clothing since I was 10, have taught pattern cutting and worked in industry both as a wedding dress designer and as an interior designer, I have also worked on many stage productions making both high quality and budget costumes and made costumes for performers. No I am not perfect and yes I make mistakes, but I would not presume to know as much as my Head of faculty who is a whizz kid on the band saw and can teach students how to make amazing tables and chairs. Likewise he would not presume to know how to make a flamboyant evening gown from scratch, including making the patterns.(besides no-one but me can thread the overlockers!!!)
    There is no question here. Specilists have a far deeper understanding that is required at GCSE and A'level if we are to ensure students get the best results.
  8. re

    re New commenter

    Whilst we can all teach the design process at KS3, 4 & 5 there are specialist things that only some can teach, especially when things go wrong. As an electronics specialist who can also teach Graphics and Resistant Materials, I would not be happy teaching textiles as I have no idea how to put some interlining in a pocket and, although I am a reasonable cook the idea of teaching it to GCSE or above fills me with trepidation. At KS3 I have taught both food and textiles, but found both difficult when students did things wrong.
  9. Threading overlockers is almost a speicalism in itself!
  10. woodworm

    woodworm New commenter

    I would love to have the confidence and ability to teach accross the materials, but have to ackowledge that despite the superhuman abilities of all D&T teachers the pupils will always benefit from specialists. I have taught Graphics, Engineering, ICT, Product Design and Res Mats and Electronics. I am happy to teach across the range of materials at KS3.
    Origianlly a speciallist in Graphics, I am only becoming a better teacher with time and experinece in Res Mats with the support of my colleagues. Sadly Res Mats is all we are able to offer at KS4 given that our leaders have trimmed our wings and set our sails toward the cinderella blocks.
    All this links in with D&T's place in the forth comming Eng Bacc and what kind of students will be 'encouraged' our way. see 'dumped' thread

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