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Also, Training For Dt Teachers In Assessing The Needs And Potential Of ...

Also, training for DT teachers in assessing the needs and potential of individual pupils, and a system in place for recording and disseminating the results of such assessments.
The different responses of individuals to the new style of DT lessons they encounter at Key Stage 3 (Stables, 1997)
The overlap mentioned in the last paragraph is a fundamental part of a successful transition policy in DT or indeed any subject area. It recognises individuality, and the fact that pupils' motivation and response to change cannot be gauged a priori: there must be some slack in the system that allows for this.
Having said that, it may be argued that a more rigorous development of this idea is necessary in order to fully support pupils. Simply assessing a pupil's attainment level does not explore reasons for it. The system does not, for example, distinguish between a key stage 3 pupil who attains a level 4 through working to the best of their abilities and another who attains an identical level because they are not willing to put in any effort.
(Harter, 1992).
This is particularly the case with DT subjects, which will form only a minor part of a key stage 2 pupil's record, making it difficult for key stage 3 teachers to gauge expected future attainment levels. In addition to improving communication between teachers at both levels, this problem may be partially resolved by informal assessment of pupils during the first few acclimatizing weeks of secondary school. An initial simple activity carried out during the first term of key stage 3 can give the DT teacher a useful appraisal of individual capabilities, while at the same time allowing pupils to gain confidence in expressing their skills in their new environment.
Key policies that address this issue: A Departmental wide induction programme that includes the carrying out of simple projects and activities.
The increasing incorporation of ICT in to DT lessons. (Sjøberg, 2002)
Recently, ICT has been incorporated in to the education system as a key skill, in addition to its place as a separate subject. This represents the almost universal prevalence of ICT in the 21st century workplace. In secondary DT lessons, ICT may be used for research purposes (e.g. the internet), as a design tool (e.g. CAD), as a technical drawing tool, as a form of electronic control and so on (Mittell, 1997). Accordingly, a student's level of ICT skills may be a fundamental factor in determining their attainment level in KS3 DT. When an activity requiring the use of ICT is undertaken, it is necessary for a teacher to ensure adequate explanation that caters for the mixed IT abilities that will be found in the average class. Consideration may be given to special support for those who require it. KS2 DT has traditionally made less direct use of ICT, but the wider availability of packages specifically aimed at this subject and level facilitates the introduction of computer use in DT possible at an early level.


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