School Inspectors' Comments Relating to Teaching Methods in Design and Technology in Primary School Inspection Reports

In Design and Technology lessons English primary school pupils between the ages of 5 and 11 learn to design and make artefacts with materials and tools. Teachers, mainly non-specialists, are expected to teach specific skills, knowledge and understanding in contexts which are deemed to be meaningful...

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Bibliographic Details
Published inResearch in education (Manchester) Vol. 75; no. 1; pp. 19 - 28
Main Author Cross, Alan
Format Journal Article
LanguageEnglish
Published London, England SAGE Publications 01.05.2006
Manchester University Press
Subjects
Academic success
Child development
Design
Education
Elementary Education
England
Evaluation Utilization
Foreign Countries
Inspection
Lesson Observation Criteria
Primary education
Pupils
Quality Control
Research Reports
School adaptation
Student Development
Teaching Methods
Technology
Technology Education
United Kingdom
United Kingdom
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Summary:In Design and Technology lessons English primary school pupils between the ages of 5 and 11 learn to design and make artefacts with materials and tools. Teachers, mainly non-specialists, are expected to teach specific skills, knowledge and understanding in contexts which are deemed to be meaningful to the pupils. In 1996 a set of primary school inspection reports were analysed for comments made about teaching methods employed in Design and Technology classroom lessons. These revealed very few comments which might inform primary teachers about teaching methods. In 2004 a similar analysis was conducted with a further sample to determine any change in emphasis. The 2004 sample contained more comments about teaching which revealed more about the inspectors' view of good teaching of Design and Technology. This article raises questions about the potential contribution of school inspection reports to the teaching of Design and Technology and about possible patterns in the teaching of primary school Design and Technology.
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ISSN:0034-5237
2050-4608
DOI:10.7227/RIE.75.2