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The nature of learning and progression in Design and Technology

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conference contribution
posted on 15.03.2006, 11:25 by Eddie Norman, P.H. Roberts
The National Curriculum (NC) model of design and technological capability is intended to become the institutionalised model. As the first cohort reaches Key Stage 4 GCSE syllabuses will be altered to fall into line and no doubt the reform of A and AS levels will be expected to follow, but how well-founded is the basis for all this reform? This paper seeks to offer the basis for discussion of the well-foundedness of National Curriculum Technology in a number of ways: * by considering the apparent model of design and technological capability that is at its centre * by questioning its fundamental ideology * by discussing its documentation * by reflecting on other models of design and technology. The discussions concerning changes to GCSEs and educational provision for the 16-19 age range are vital in determining future design and technological capability, and it should not be taken for granted that the existing model of NC design and technology will prevail.

History

School

  • Design

Research Unit

  • IDATER Archive

Pages

22312 bytes

Citation

NORMAN, E.W.L. and ROBERTS, P.H., 1992. The nature of learning and progression in Design and Technology. IDATER 1992 Conference, Loughborough University

Publisher

© Loughborough University

Publication date

1992

Notes

This is a conference paper.

Language

en

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