Intro to specialism textile technology
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Intro to Textile Technology Subject Specialism session - week 7
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Intro to specialism textile technology
- 1. Intro to specialism - Textile Technology Materials and Manufacturing processes –KS3
- 2. Link to Skills Audit • Red, Amber, Green • degree classification, title, UK based
- 3. Successful teachers are those who want to continue learning and to reflect on and refine their practice throughout their careers. In exploring what it means to be a teacher, it is therefore vital for you to consider your own learning processes and what is also understood by the term ‘learner. – Dymok, S & Harrison, J. 2008
- 4. Subject specialism overview • Subject Specialism (T) 1 – Intro to specialism - Textile Technology Materials and Manufacturing processes –KS3 • Subject Specialism (T) 2 – Subject Knowledge Conference • Subject Specialism (T) 3 – Subject Knowledge Conference • Subject Specialism (T) 4 – Modernising the Textile Curriculum • Subject Specialism (T) 5 – Fashioning Technology: Integrating Wearable Electronics into Your Textiles Curriculum • Subject Specialism (T) 6 – Sustainable Textiles
- 5. • Shulman, L (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15 (2), 4-14
- 7. Starter Activity You have 15 minutes to create a container for loose change, by using the materials in your box. Things to consider: – How will you join the materials? – How will you make the container secure?
- 8. Levels in Design and Technology http://curriculum.qcda.gov.uk/key-stages-3-and- 4/subjects/key-stage-3/design-and- technology/Level-descriptions/index.aspx
Notes de l'éditeur
- Link to Skills Audit All work that you do in F/T and teaching in schools will be building your knowledge of the subject content that is required to teach at KS3/4 and beyond.This will also help you with reflection and action planning On the card (include name) write whether you are red/amber/green when it comes to Textiles – (reflection)Now tell me your degree classification, title, UK based.This is very crude – 1st = green, 2.1 = amber & 2.2 = red (3 shouldn’t be a teacher).How do you think the children in your class feel? What if I assume that your all red and I teach you to be satisfactory teachers (never push you to being good/very good?).Collect in sheets and record whilst on next task.
- Planning Subject Specialism ConferenceRecord on whiteboard
- This activiCongruent TeachingOften teachers when meeting a class for the first time will want to devise activities that help them to benchmark the learners. Assessment for Learning is a term that they will come across and this is the learning theory that I’m using. I need to know where my learners are to build a picture of them – support me with identifying differentiated learning outcomes. Teachers also get information on pupil performance from SAT tests/info from KS2 – link to degree classification Might be better in D&T to set bench-mark activities that allow children to demonstrate the kinds of DT capability tasks that we use in our teaching.ty has been designed to act as a bench-marking task – to help the teacher identify at what stage the learners are, in their learning.
- Levels in Design and TechnologyLook at the level descriptors for D&T.Work in pairs to identify the level of D&T capability demonstrated in the containers – give evidence.
- Health and Safety Look through H&S documentationComplete in own time – have time now to practice on machines.