Projects: Difference between revisions
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Projects | '''Projects''' are taken to be the structured practical activities through which '''[[Design and Technology]]''' knowledge, skills and understanding is normally taught in UK secondary schools. | ||
Students will progress from a personal response to teacher prescribed '''Design Briefs''' ''(set to reinforce particular knowledge, skills and understanding)'' to identifying and solving design problems for others. They will learn to explore the design constraints and options available before considering a variety of possible solutions, prior to developing a preferred design, making it and testing it in use. | |||
In doing so they will develop a range of communication, analytical and evaluation skills; choosing from an increasingly wide range of materials, tools and processes to make outcomes which meet real needs with increasing precision, quality of finish and functionality. | |||
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<span style="color: green">'''Note:''' | |||
Initially there may be considerable overlap between '''Projects''' and '''Tasks''' often differing only by the degree of ''openness'' or ''prescription''. For this reason similar activities may be included in each of the two categories. | |||
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[[Category:Primary]] | [[Category:Primary]] | ||
[[Category:Secondary]] | [[Category:Secondary]] | ||
[[Category:Topics, Projects and Tasks]] | [[Category:Topics, Projects and Tasks]] | ||
Latest revision as of 11:39, 11 March 2016
Projects are taken to be the structured practical activities through which Design and Technology knowledge, skills and understanding is normally taught in UK secondary schools.
Students will progress from a personal response to teacher prescribed Design Briefs (set to reinforce particular knowledge, skills and understanding) to identifying and solving design problems for others. They will learn to explore the design constraints and options available before considering a variety of possible solutions, prior to developing a preferred design, making it and testing it in use.
In doing so they will develop a range of communication, analytical and evaluation skills; choosing from an increasingly wide range of materials, tools and processes to make outcomes which meet real needs with increasing precision, quality of finish and functionality.
Note: Initially there may be considerable overlap between Projects and Tasks often differing only by the degree of openness or prescription. For this reason similar activities may be included in each of the two categories.
Subcategories
This category has the following 5 subcategories, out of 5 total.