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					    The STEM Advisory Forum
    Engineering and
  Design & Technology
in the STEM Curriculum
 The Royal Academy of Engineering

   Wednesday 16 February 2011
The contribution of engineering curricula to
     developing engineering capability

                Ruth Sorsby
                   SSAT
               Rhys Morgan
       Royal Academy of Engineering
    The contribution of engineering
    curricula to developing
    engineering capability



Dr Rhys Morgan
The Royal Academy of Engineering
The issue of Self Concept
Close family role models


Brave decision to choose engineering


That choice must be made on an
authentic experience
Beyond Self Concept
Self Efficacy based on repeated
practical experience


After school provision


Practical experience needed in school
In curriculum provision
Design and Technology

Computing, Electronics, BTEC

Engineering Diploma

Technical Baccalaureate
The contribution of
engineering curricula to
developing engineering
capability



A specialist schools perspective

Ruth Sorsby SSAT
    Print me a Stradivarius
                   Just as nobody could
                   have predicted the impact
                   of the steam engine in
                   1750—or the printing
                   press in 1450, or the
                   transistor in 1950—it is
                   impossible to foresee the
                   long-term impact of 3D
                   printing.
                        The Economist 10 Feb 2011




9
             A new dawn for specialism
     We have in effect been challenged to take
     responsibility for maintaining and sharing the value
     of specialism throughout the school system. We
     have been asked to decide what kind of school
     system we want to see, how much collaboration
     we want, and, ultimately, how much we value our
     specialisms
              John Townsley, Headteacher, Morley High School, October 2010




10
                             The vision
Technology colleges prepare students for life today. A technological approach to
learning underpins the whole curriculum, encouraging students to become enterprising
and creative problem solvers who take risks with their learning, working independently
and with others. They encourage the development of practical and technological skills
along with the scientific understanding required to design and make products and
systems that make the world a better place for everyone.
Engineering colleges promote engineering as a way of working and thinking, using the
subject to develop students skills. Their problem–solving and teamwork draws on
many curriculum areas. Engineering encourages students to be innovative and
creative and to envision and make completely new things; it lies at the heart of
developing a more sustainable society.
Technology and engineering colleges develop scientists, engineers, technologists and
mathematicians of the future. They foster learning and teaching approaches and
opportunities that incorporate science, technology, engineering and mathematics in
ways that motivate and inspire learners


 11
                The drivers
• Investment
• Training
• Curriculum
• Networks
• Partnership


12
Leading Practice

Newstead Wood School for Girls
• developing time management skills
• understanding about target markets,
  patents, the contribution of engineering
  to society
• developing team skills
• problem solving
• applying maths
• working with industrial machinery
• being proactive, creative and having
  fun.


13                 Congleton High School
Leading Practice

Oakhampton Technology College
Authentic projects
     Okehampton College has
     linked its technology status
     to becoming a more
     sustainable school. This
     can be seen on the campus,
     in the curriculum, and
     through the community
     dimension of the specialism.




14
                Contact
     Ruth Sorsby
     National Specialism Coordinator,
     Technology and Engineering
     Email: ruth.sorsby@ssatrust.org.uk
     Phone: 07515199278




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posted:1/19/2013
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