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What's your view of teachers delivering all material areas of D&T?

Discussion in 'Design and technology' started by A Hopkinson, Mar 20, 2012.

  1. What's your opinion on teaching across all areas of design and technology and outside subject specialisms?

    I'm looking to this issue for my masters, I know it is happening in many schools with teachers being required to teach across the spectrum of material areas BUT why is this happing and what is your experience/views of it?

    Do you love it or hate it?

    Please take a few monments to complete this on-line survey and express your views.

    Click here to take survey
     
  2. littlemissraw

    littlemissraw Occasional commenter

  3. bigpedro

    bigpedro New commenter

    we've already talked about this but I believe that <u>AT KS3 </u>All teachers should be able to teach all subjects (with the possible exception of food, where there are specific processes and equipment that I can never hope to understand) If you can't then you need to sort yourself out and get trained or retire.
    If you don't agree, then why are you here??? shouldn't TES have seperate forums for RM, PD, Tex, Food e.t.c.???
    There is a need for subject specialists at GCSE and A level but there is nothing in the KS3 curriculum that anyone should be uncomfortable teaching. It really is this simple. And IF you think for one second that Technology will stay as seperate subjects for ever, then you really are blinkered! speak to your older collegues who have endured change from specialisms to CDT then back to specialisms in the past. Education changes regularly, things come full circle. Deal With It
    If you fail to adapt, you will become extinct.
    As for why is it happening... It simply makes life fairer for the kids and easier for the schools. Timetabling is easier, you can show proper progression, you can cover more curriculum and the students get a more rounded view of the subject (notice the singular there) which allows them to make better decisions about which specialism to take at KS4.
    From personal experience Its a love it or hate it situation, some collegues have really embraced the challenge. Others have been very resistant and are now under massive pressure to sort it out. you can't please all of the people all of the time, but you can do as your told and deal with it.

    Rant Over
     
  4. Strange rant

    You say teachers should teach all areas of D&T ecxept
    "(with the possible exception of food, where there are specific processes and equipment that I can never hope to understand)".
    Surely there are specific processes and equipment in all areas of D&T.

    I wonder how many teachers feel the same about other areas of D&T.
    How many can fault-find an electronic circuit?
    How many can teach a group of kids how to use an overlocker?
    How many feel safe using drills, saws, chisels with a class of 26 yr 7's?

    I disagree. Teach to your specialism and have a 2nd string to your bow for KS3.

    But, I am old and do need to retire!!
     
  5. bigpedro

    bigpedro New commenter

    the food thing is different. theres different processes at work, "designing" food is a thing that can't be documented in the same way as...
    RM GP Sys Tex e.t.c. all have similar processes and an overiding theme of starting at X and ending at Y Food is a different process.
    In answer to your questions...
    Anyone given specific training for the circuit concerned can fault find (how many ks3 projects use different circuits?)
    Given sufficient training anyone could use an overlocker (again though, i'd question whether this is necessary at Ks3)
    Why would anyone be less comfortable with 26 yr7s using chisels as 26 y7s using heat, flames, pans and knives. Just because you know how to use the equipment, that doesn't make the kids any more or less likely to hurt themselves. As long as you've given them correct instructions theres just as much chance of things going wrong with a specialist teacher as a non specialist.
     
  6. One subject!
    Call it product design and it makes sence. Divide us into materials and we go back 20 odd years.
     
  7. Wow - I know this is topic that has been spoken about many times before but during my literature review and studies for the masters I have not found anyone who has formally written about the issue.

    Thank you for all the comments but please fill out my survey and express these views from all angles to help me with my research.

    Personally I love teaching across the range of materials area but I also understand its not everyone ideal of design and technology. Yet with Mr Goves 'controversial' education review in progress and D&T's future at risk maby there is no better time like the present to modernise D&T, both in our schools and in how teachers are trained (particularly of PGCE's)

    Therefore I feel it is important to research why teachers are being asked to deliver across a wider range of specialisms in some schools and what impact it is having on the pupils.

    So Again please complete thins survey

    Click here to take survey
     
  8. Hello there
    I am Graphics and RM specialist but I have taught KS3 Food and Systems, I've also done Textiles projects at university during my training.
    I think that teachers should be trained in all areas of technology at least up until KS3. Then you teach your specialist subjects at KS4. I have noticed, from my friends that are teachers and looking on the TES jobs, schools want more ''all rounders'' in schools, not somebody who can just do one or two.
    The design process is very similar in all areas, although it can get more technicial regarding components for certain designs etc..
    Sometimes refresher courses, or even reading the revision guides can help you be an all rounder. Or you could just go and make the stuff :)

     
  9. mschongkong

    mschongkong New commenter

    Well said - and I agree and by not being a talented creative versatile teacher you will definitely be out of a job very soon as the the current government has no interest in Design and Technology or ICT teaching and curriculum............. :(
     
  10. mschongkong

    mschongkong New commenter

    I can do all of the above and teach all of the above to GCSE and IB level. But there again I worked in the real world for 20 years and I am a woman.
     
  11. ITrunaway

    ITrunaway New commenter

    100% agree with Dressmate.

    The more I learn about my subject (RM) the more I am able to deliver the lessons well and think of all eventualities, rescue student's disasters, think of good analogies, give them the useful learning experiences which will help them. If I am thrown in at the deep end on say Graphics or ICT - of course I can muddle through but it won't be a quality learning experience for the kids. The deeper knowledge is what gives us as teachers versatility and confidence. Students pick up the vibe of a teacher who is truly into what they are teaching and the vibe of a teacher who is just muddling through - this has a knock on effect to how they learn.
     

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