Activity 5: Biomimicry
Biomimicry involves looking at nature for inspiration to solve engineering problems and to develop innovative new designs for products and architecture. This activity, from the Ellen MacArthur Foundation, investigates what is meant by linear and closed loops systems and explores products that have been developed by learning from…
Activity 4: In the Loop
This design-and-make project, from the Ellen MacArthur Foundation, provides hands on experience of working with materials, using CAD/CAM for design, and an opportunity for students to manufacture interesting products while addressing many circular economy concepts. The activity explores the use of materials, the principle of…
Activity 3: Rethinking the System
This activity, from the Ellen MacArthur Foundation, follows the format of a ‘Dragon’s Den’ competition. It aims develop student’s understanding of responsible product development and how the principles of the circular economy can be applied to current business practice. Case studies of existing products…
Design and Technology for a Circular Economy: Teachers' Guide
This teacher's guide, from the Ellen MacArthur Foundation, introduces six design and technology teaching activities and explains how they can be used and adapted. It includes an overview of design in the circular economy, including an exploration of how pioneers have rethought design and why it has needed rethinking. Also included…
Activity 2: Waste = Food
This activity, from the Ellen MacArthur Foundation, introduces aspects of the circular economy through design-and-make tasks, focusing on food packaging for festivals. It addresses the circular economy principle that waste equals food. The activity provides students with the opportunity to consider mass food packaging waste at…
Activity 1: The Circular Economy in the Built Environment
This activity, from the Ellen MacArthur Foundation, concentrates on the design of buildings, their use and eco- effectiveness. Students will explore how, through applying circular economy principles, new buildings can be created that have a positive impact – buildings that do good rather than less harm. The activity is composed…
Module 6: Aiming Higher
Module 6 of the STEM Projects Toolkit gives information on the many opportunities that students can take to present their projects in STEM competitions and fairs. The resource describes the practical steps to be taken to make a project ready for a competition or fair, including describing what the judges would be looking for. Contents 6.1…
Module 5: From the Classroom to the STEM Fair
Module 5 of the STEM Projects Toolkit explains the steps that can be taken between students carrying out projects in their own classes and presenting a project at a STEM competition or fair. Although this can be a daunting prospect, it can give students a positive experience of presenting themselves and their work professionally…
Module 4: Characteristics of Good Project Work
This module of the STEM Projects Toolkit explains what a good project provides for students, encouraging them to develop independent learning skills and reflective practice. This part of the toolkit provides the first practical steps for teachers and technicians in conceiving and developing a STEM project. Contents 4.1 What is…
Module 3: Moving From Teacher-led to Student-led Lessons and Projects
This module of the STEM Projects Toolkit considers how to move from traditional teacher-led individual lessons to student-designed and student-led inquiry based lessons and projects. The emphasis is on guiding students and encouraging them to explore and research topics, actively participate in the learning process, collaborate and…
Module 2: Models of Student-centred Inquiry
This module, from the STEM Projects Toolkit, considers the use of the inquiry-based approach in everyday teaching of STEM subjects, encouraging students to use initiative and make independent decisions. The resource compares different types of Inquiry Based Learning and includes approaches for differentiation and inclusion. Contents 2.1…
Module 1: Getting Started With STEM Inquiry Work
This module introduces the STEM Projects Toolkit, its background and its goals. A schematic diagram shows the contents of the resource pack, showing the pathways which teachers and technicians can use to access information and enrich lessons. The resource builds on the successes of the CREST Awards, a formal project award scheme,…
Toys
The activities in this resource use toys as to investigate scientific concepts and to link between science and design and technology. The activities can be carried out in any order and integrated into an existing scheme of work, or form part of a circus of activities around the classroom. Equipment not normally be used in a science…
Improving Design Sub-skills
This Teachers TV programme follows resistant materials specialist Sharon Giraud, from Nower Hill High School in Harrow, as she teaches two lessons, three weeks apart, as part of a nine-week module on jewellery design. The new Key Stage Three Strategy at the time of filming placed a greater emphasis on design. Harrow was one of ten…
E-assessment: Where Next?
This Teachers TV video Professor Richard Kimbell explains how e-portfolios could be used to assess students' design and technology work. This video looks at using mobile phones to test Key Stages Two, Three and Four students at the time of their choosing, abandoning the idea of ascribing numerical marks to students'…
APU Leaflets
These three leaflets introduce the work of the Assessment for Performance Unit (APU) design and technology research team. Each one focuses on an aspect of the work that the research helps to answer, providing teachers with techniques and strategies to use in their lessons. The leaflets are: 1. Learning through design and technology 2.…
Assessing Design Innovation: Report
This paper, produced by the Technology Education Research Unit (TERU) at Goldsmiths College, University of London, reports the findings of an assessment of design and technology teaching in primary and secondary schools. A focus of the report was on assessment of design and technology subjects at all stages and particularly at GCSE.…
Attitudes of Potential Teachers of Design and Technology
Against a background of falling applications and teacher recruitment, this research aimed to identify the attitudes of potential design and technology teachers towards pursuing this career. The research looked at potential teachers' career aspirations and how their own experiences of design and technology at school affected…
The Great E-scape
This resource contains a video interview with Professor Richard Kimbell, of the Technology Education Unit (TERU) at Goldsmith College, describing the reasons for and the process of creating the E-scape electronic assessment system. The aim was to transform the way teachers create, manage and assess learning. The video is accompanied…
E-scape Portfolio Assessments: Reports
The E-scape project was an electronic assessment system that was based on students designing and prototyping new products by working entirely digitally. The expectation was that this form of assessment would encourage new forms of thinking in the students, enrich the designing process and make the assessment process more manageable.…
Design and Technology in a Knowledge Economy
This paper, published by the Engineering Council in 2001, sets out the importance of design and technology education and the contribution it makes to the school curriculum. Design subjects play a role in developing innovative thinking and practices, and the skills needed in a knowledge economy. The aims of this report are to demonstrate…
Roboteers in Residence: an Evaluation for the BBC
Modelled on Artists in Residence and Poets in Residence, Roboteers in Residence was a National Endowment for Science, Technology and the Arts (NESTA) funded pilot project in which Expert Roboteers planned 30 one-day workshops in further education colleges across the UK. The aim of the project was to: • Initiate a deeper…
Understanding Technological Approaches
This report evaluated the research activities and results of the Assessment for Performance Unit (APU) project in design and technology designed by the Technology Education Research Unit at Goldsmiths College. Data taken from the APU tests undertaken by students was used to determine the levels at which students were dealing with…
Technological Maths
This report was prepared by Professor Richard Kimbell and Richard Green of the Technology Education Research Unit (TERU) as a result of a project commissioned by The Engineering Council in June 1996. The brief for the project was to examine the use of mathematics as a tool to support Technology Enhancement Programme (TEP) activities…
Using Constructional Materials
Produced by the Schools Council, this book is part of the Schools Council Art and Craft Education 8-13 project and takes a fresh look at all aspects of craft teaching. The book deals specifically with materials that can be used and stresses that education must familiarise children with those materials that make up their daily environment. •…
Technology and the Schools: Schools Council Working Paper No. 18
This resource is a working paper on the pilot study report of the Schools Council Project Technology. The pilot study was commissioned by the Council in 1966/67 to find out how help could be offered to schools wishing to reflect in their curriculum the increasing importance of technology in our society. The paper is in three parts: Part…
Project in Technology
This resource from the Schools Council consists of a paper in support of the address by the Director of the Project to the Association for Science Education in November 1967. Convinced that several independent but parallel forces have made the time ripe for curriculum reform, and after a feasibility study during the academic year…
Information Technology for Craft, Design and Technology
This resource pack, produced by the Microelectronics Education Support Unit (MESU), has been developed with the principal aim of supporting newly appointed Advisory Teachers who have the task of promoting and extending good practice in the use of Information Technology (IT) in the Craft, Design and Technology (CDT) curriculum area.…
Report by HM Inspectors on British School Technology 1986
This report by HM Inspectors begins by outlining the history of the British School Technology (BST), its terms of reference and the extent of the operation in terms of the numbers of teachers trained. Details are given of inspections carried out and a more detailed description of the work carried out by BST at Trent Polytechnic including…
Design and Technological Activity: a Framework for Assessment
This report, from the Assessment of Performance Unit (APU), follows a series of other reports establishing the nature of design and technology. This report was again concerned initially to clarify the parameters of design and technological activity and the features of performance that are crucial. Subsequently, the work of the team…
In Place of Confusion: Technology and Science in the School Curriculum
This report, published by the Nuffield-Chelsea Curriculum Trust, was written in the wake of significant reorganisation of the school system with the development of comprehensive schools and the comprehensive curriculum. The first chapter looks at the changes made to Craft, Design and Technology in schools and considers what further…
Assessment of Performance in Design and Technology
The Assessment of Performance Unit (APU) Design and Technology project in the context of the National Curriculum took place between 1985 and 1991. The aim of the study is to provide support to teachers implementing the developments detailed in the introduction of the National Curriculum Order for Technology. Part one explores…
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