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In-school Support: Buddy Systems, Personal Tutors And So On, All Provide A ...


In-school support: buddy systems, personal tutors and so on, all provide a reference point for new pupils: older students and / or staff provide advice and encouragement on an informal basis (Hawk, 2004)
With variations, many similar measures have been widely implemented by LEA's with some initial indications of success. As has been stated, without such comfort, pupils will inevitably find it difficult to concentrate on getting to grips with individual subject areas, and consequently may fall behind the remainder of the group. The DT teacher must, therefore be aware of such measures applicable to their school.
However, it is clear that such measures do not have any direct effect on academic continuity for individuals. There are a number of issues directly relevant to DT teachers in both primary and secondary education that need to be addresses before such continuity can be achieved. The next section examines these more specific considerations
Part B: Specific Policy issues affecting KS 2 / 3 transition and DT:
On the following pages, each boxed paragraph contains a summary of a specific policy issue, ending with policies that are currently used to address this issue. More extensive evaluation of general policy is found at the end of this section.
The differences between DT education delivery at key stages 2 and 3.
At key stage 2, this subject is generally delivered by a class teacher, in dedicated sessions, normally in the same room as other lessons (with the exception of Food Technology). Time dedicated to DT varies, but is rarely more than a couple of hours a week as a maximum (similar to the allocation for PE).
At key stage 3, there are normally dedicated workshops for different DT subjects, and lessons are delivered by specialist teachers. More work is done at both school and home relating to DT than at KS2. (Given, 2003 and Ferguson, 1998).
Key policies that address this issue: Acclimatizing sessions involving work with KS2 teachers and a planned introductory period for new KS3 pupils, specifically geared towards work in DT. These sessions should like the work done at KS2 to that which will be covered at KS3: this emphasizes the continuity from KS2 in the unfamiliar surroundings of a dedicated DT classroom.
The different aims of DT education at key stages 2 and 3. Although there is undoubtedly some continuity, figure 1 emphasises the developments that are required of pupils during key stage 3. The focus moves from the simple acquisition of new skills and knowledge to the development of pupils' wider appreciation of aspects of DT that they will encounter in their adult lives. The following examples of work accentuate the differences in attainment level that are found at both key stages (Eggleston, 1992).

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