Search

The research presented here will illustrate how senior lecturers working in collaboration with a large secondary school in the North West of England have managed to incorporate and introduce the latest advances in bio-mechanics and bio-technologies into the design and technology curriculum at Key Stage 5 (KS5). Currently this study has only been trialed with a modest number of students (n=9) in a single institution as part of integrating; Science, Technology, Engineering and Mathematics (STEM) into the curriculum as a whole. Results are highly encouraging and show the importance to those in education of diversifying and using real life situations and the latest technologies available to enhance the experience of learners in their charge.

This paper discusses the potential practice gap between design and technology needs for a progressive creative society and the perceptions of teachers who work within it. The study, based on work carried out in North West England, compares the viewpoints of two sources; textile technology industrialists who are expert in the fields of high performance textiles, medical textiles, geo-textiles and apparel manufacturing, design and technology teachers who have responsibility for the delivery and content of textile technology within schools and sixth form colleges.\ud \ud Previous work in this ongoing study has examined the changing nature of textile technology in modern industrial societies and the perceptions practising teachers have about STEM (Science, Technology, Engineering and Mathematics) applications within the textile technology field, and how these relate to their own ʻtheories-in-useʼ about design and technology teaching and learning. Constructivist grounded theory has been chosen for the research as a whole because its concurrent data gathering and analysis approach allows outcomes from each phase of the study to define the purpose and direction of subsequent research. Thus, this research has been informed by findings from previous work on the role of textile technology and its relationship to modern industrial and design practices (see Hughes et al. 2010; Hughes et al. 2011).\ud \ud This paper describes the purpose of the work and its relationship to design and technology factors such as the needs of modern industry and STEM issues. Details of the constructivist grounded theory approach are briefly discussed and outcomes considered in terms of data gathering methods. Data from the two groups of respondents i.e. industrialists and textile technology teachers are compared to identify the practice gap that may exist between the needs of a progressive, creative textile technology industrial sector and aspects of the technological curriculum which are delivered at the school level. Findings indicate that there is a shift away from textiles teaching based on technologically oriented applications to one predominantly based on art and design. However, it is argued that STEM aspects should underpin design aspects of the textile curriculum to make it applicable to the needs of an advanced and sustainable textile industrial base.

Prepare for the new Cambridge IGCSE® Design and Technology syllabus with the only title available on the market. The title follows a skills-building approach that links together the theory and practical parts of the syllabus to effectively build students’ key skills and knowledge, while also providing support and guidance for teachers. Cambridge Assessment International Education (First teaching: 2018 First examination: 2020) * Be fully prepared to teach the Cambridge IGCSE® Design and Technology syllabus 0445 for first teaching 2018, first examination 2020 * Have confidence in the content and approach of the Student Book, which is written by highly * experienced teachers of Design and Technology from around the world * Prepare for both the written and practical parts of the exam with guidance on the final project and exam-style questions * Provides detailed information that will allow students to develop the skills they need to make the transition from theory to practical application * All three optional papers (Resistant Materials, Graphic Products, and Systems and Control) covered in full, in addition to the core Product Design section * Additional material for students and teachers available online at Collins Connect, including the full Student Book online, interactive quizzes and activity sheets * Meets the needs of English as a Second Language learners with a fresh, visual design and tailored language * Provides a fully international course with international examples, contexts and real-life case studies This title is endorsed by Cambridge Assessment International Education. IGCSE® is the registered trademark of Cambridge Assessment International Education.

Enhancing Student Attainment and Engagement through the use of Technology to Enhance Learning; Practical Ideas to Takeaway. The rationale for this workshop is to enable delegates to have the opportunity to explore the potential of several Technology Enhanced Learning (TEL) strategies for themselves, with the specific intention of enabling them to have not only an awareness, but upon leaving the conference to hold the enthusiasm and confidence to explore for themselves and go onto embed those strategies which are appropriate within their own practice. Following a brief introduction, which will outline the context within which the TEL strategies have been employed, this session will adopt a workshop style format, practical and interactive in nature which is designed to be ‘hands on’.The session was be supported by a number of current final year undergraduate students (trainee teachers) who have recently completed work, both in and outside of the University, which has incorporated a variety of TEL techniques. For the duration of the workshop each delegate will be assigned a trainee who will act as a personal TEL mentor. Through this unique approach, working in this way, irrespective of the delegate’s individual awareness or understanding of TEL, with virtually ‘one-to-one’ support each delegate will be able to choose which aspect(s) of TEL they would like to know more about.In addition to providing delegates with the opportunity to explore a bespoke number of potential TEL strategies, the session will facilitate the potential for discussion between delegates and trainees, upon the direct impact TEL has had upon their engagement, attainment, motivation and employability. A range of physical and electronic resources, which will include information about each TEL strategy explored within this workshop, will be available for delegates to take away. TEL Strategies include: QR Codes, Prezi™, Blogging and Augmented Reality (AR).Presented at the 2012 SOLSTICE International Conference

Facilitating the change: Teaching as a Masters level profession. (Round Table Presentation). First TEAN Conference; The Importance of Education, 21st May 2010, Glasgow Caledonian University.Aim of discussion: The round table will provide a forum in which delegates can debate the issues that arise as teaching moves into a master’s level profession.

Whilst undertaking observations of trainee design and technology teachers in a variety of settings across the North West of England, we have encountered an increasing rise in the number of schools offering catering as part of a varied and diverse range of curriculum options within the suite of design and technology subjects studied across KS3/KS4 and into KS5. This short article seeks to highlight and celebrate just one of these examples. It looks at the rationale behind the investment in catering as a Key Stage 4 option, both in terms of capital spend (from the point of facilities and rooms) and staffing. Clearly these should be framed against the successes achieved by the young people at the school in question.

Editorial piece for the inaugural edition of the Journal of Social Media for Learning. (Link to Full Journal Below).

Full teacher support to accompany the Cambridge IGCSE® Design and Technology Student Book for syllabus 0445. These resources will enable teachers to use a structured approach to delivering the course, but will also allow them enough flexibility to teach in their own way, in the best way possible for their classroom context.• Comprehensive coverage for syllabus 0445 • Fully supports the approach of the Student Book, using scenarios and skills-building to link together the theory and practical parts of the syllabus • Lesson plans and activities that are suitable for a range of international classroom environments, along with activity sheets for every topic in the Student Book • Includes answers to every activity and question in the Student Book • Guidance on setting up and running practical project work in the classroom • Support in how to prepare the students and guide them through their work on the final project • Accompanied by additional material for students and teachers online at Collins Connect, including the full Student Book online, interactive quizzes and activity sheets • Written by highly experienced teachers of Design and Technology from around the world • Guidance on how this resource can be used to teach 7048 O Level CDT: Design and Communication, and 6043 O Level Design and Technology.Harris, Justin, Bell, Dawne, Hughes, Chris, McLain, Matt, Ross, Stewart and Wooff, David (2018) Cambridge International Examinations - Cambridge iGCSE Design and Technology Student’s Book: Second Edition. Harper Collins, London. ISBN 9780008144210

The curriculum for Design and Technology in secondary schools in England and Wales has been under review. Withpolicy makers questioning not only the position the subject occupies within the curriculum, but also the value Designand Technology holds. As a result, Design and Technology’s future, as a subject, is uncertain. Set against a background of policy and curriculum change, this paper presents the findings of a research study designed to elicit the perceptions of, and gain an insight into the way Key Stage 3 pupils (11 - 14 years) view Design and Technology. Utilising the concept of the original PATT Tool (Raat & de Vries, 1986), and building upon the work of previous studies undertaken nationally or globally (de Vries, 1988; de Klerk Wolters, 1989; Bame & Dugger, 1993; Volk & Yip 1999; Van Rensburg, Ankiewicz & Myburgh, 1999; Ankiewicz & Van Rensburg 2001; Becker & Maunsaiyat 2002; Chikasanda, Williams, Otrel-Cass & Jones, 2011; Gaotlhobogwe, 2010; Ardies, De Maeyer & Gijbels, 2012, 2013), the fundamental aim of the research at inception was to investigate the perceptions of pupils with respect to their understanding of what is technology education. Although simplistic in origin, the findings presented illustrate that this is far from the case. Framed epistemologically within a social practice lens (Suchman, Blomberg, Orr & Trigg, 1999), the research tool used was a questionnaire 458 comprising of a series of open and closed questions. Administered by teachers who recorded both electronically and in hard copy, the sample was drawn randomly via those choosing to respond. Responses were gathered from 173 schools throughout England and Wales with data being collected over an eight month period commencing in July 2012. Analysis of the data elicited a number of key findings which are presented here. Although exclusively based on the perspective of school pupils in England and Wales, it is anticipated that the findings will provide both stimulus and a starting point forresearchers working under similar curriculum constraints or revisions. Given the nature of the curriculum changes whichhave occurred, the research team intend to develop the tool further and expand it to include pupils in the post compulsory age bracket (16 - 18years) and the primary education age bracket.

This work presents the findings of a phenomonographic study into the attitudes of Newly Qualified Teacher’s (NQTs) relating to their experience of the Masters in Teaching and Learning (MTL). The work is presented as a means to aid discourse around attitudes towards a funded, classroom based Master’s degree.

Key Note Address to City of Liverpool Design and Technology Teachers at the cross city subject specific INSET Day, 26th October 2016.

This piece seeks to introduce the reader to the concept and educational advantages of using Quick Response (QR) Codes. Practical applications and limitations of using such technologies are discussed and exemplified from classroom-based practice, although aimed at an application within the Further Education and Training (FET) setting, the contents, method and application of such technology could easily be applied to other phases of education beyond those originally discussed.

This presentation details how the use of Technology Enhanced Learning (TEL) has been integrated into an undergraduate module on an initial teacher training course. The module which was designed to engage student teachers in the design development of a futuristic concept product previously involved the production of a paper based design portfolio and three dimensional solid block model. Using the notion of ‘design fiction’ as a catalyst for work, the module was developed to include creative and innovative approaches (TEL) which were designed to enable trainees to chart, capture and reflect upon their learning. The presentation goes on to show how trainee teachers have applied these techniques across alternative applications, including their own classroom based teaching of pupils.

During the summer of 2010 once again National and Regional Design and Technology (D&T), Science, Technology, Engineering, and Maths (STEM) organisations joined forces to present the North West Design and Technology Festival, a free conference for design and technology teachers. Hosted by the Science & Technology Facilities Council (STFC) at the Daresbury Laboratories, Warrington, the original event was the brain child of Paul Abbot whose concept was to provide a provide a forum where achievements of both pupils and teachers from across the North West could be recognised. This article presents the highlights from the festival and showcases some of the curriculum innovation on display from participating schools.

Teachers’ knowledge of STEM education, their understanding, and pedagogical application of that knowledge is intrinsically linked to the subsequent effectiveness of STEM delivery within their own practice; where a teacher’s knowledge and understanding is deficient, the potential for pupil learning is ineffective and limited. Set within the context of secondary age phase education in England and Wales (11–16 years old), this paper explores how teachers working within the field of design and technology education acquire new knowledge in STEM; how understanding is developed and subsequently embedded within their practice to support the creation of a diverse STEM-literate society. The purpose being to determine mechanisms by which knowledge acquisition occurs, to reconnoitre potential implications for education and learning at work, including consideration of the role which new technologies play in the development of STEM knowledge within and across contributory STEM subject disciplines. Underpinned by an interpretivist ontology, work presented here builds upon the premise that design and technology is an interdisciplinary educational construct and not viewed as being of equal status to other STEM disciplines including maths and science. Drawing upon the philosophical field of symbolic interactionism and constructivist grounded theory, work embraces an abductive methodology where participants are encouraged to relate design and technology within the context of STEM education. Emergent findings are discussed in relation to their potential to support teachers’ educational development for the advancement of STEM literacy and help secure design and technology’s place as a subject of value within a twenty-first Century curriculum.

The work presented here will look at how those involved with Initial Teacher Education (ITE) prepare trainee teachers to deliver and work within the area of Science Technology Engineering and Mathematics (STEM). Taking cognisance of the work of Barlex (2007; 2009) who argues for the inclusion of STEM and recognition of it as a curriculum entity. This work presents the views, opinions and reflections of those who are currently following an undergraduate route to achieve Qualified Teacher Status (QTS) with regard to their ability to both engage with and deliver the STEM agenda within the secondary curriculum. Following this, discussion and analysis of the findings will lead to an overall response to the research question posed as the title to this paper.

Ensuring teachers develop throughout their career is essential in maintaining a high-quality education system. The aim of the round table is to provide a forum that will facilitate and encourage discussion between colleagues from a range of backgrounds to engage in lively debate around the session’s title and focus question; Is teaching still going to become a master’s level profession?

Mini 'how to guide' to developing a research poster to aid the effective dissemination of research.

The work covered here presents a case study of how Technology Enhanced Learning (TEL) effectively supports student transitions in the 14-19 age range.The test itself, is a practical guide also offering a unique contribution to the discourse on this important sector of education, increasingly afforded the attention it deserves. It forms an essential resource for trainee teachers, students of PCET, lecturers and teachers wanting to build upon their understanding of this group of learners. ReferenceBell, D., and Wooff, D., (2014) Technology Enhanced Learning; A Case Study. In: Bostock, John and Wood, Jane(eds). Supporting Student Transitions 14-19: Approaches to Teaching and Learning. Routledge (Taylor Francis Group). ISBN 978-0415822879

Teacher modelling and explaining are important pedagogical approaches in practical subjects, including those categorised as science, technology, engineering and/or mathematics (STEM). Building on a framework developed from research on ‘the demonstration’ with teachers and teacher educators of design and technology (D&T), this study explores preservice teachers’ views across a range of secondary school subjects. This study is a snapshot of the evolving perspectives of the participants, early in their studies as students during initial teacher education (ITE). It uses Q Methodology to investigate the subjective values of preservice teachers towards teacher modelling and explaining. Q Methodology compares and analyses the responses of participants to a set of statements representing a range of possible views on a given subject. The sample is purposive, comprised of students enrolled on postgraduate ITE programmes with a Higher Education Institution (HEI) in England. The findings suggest that preservice teachers of STEM subjects strongly identified with one of two architypes –teacher-expert or teacher-facilitator. The paper concludes that preservice teachers of STEM should be made aware of these powerful architypes, when planning, teaching and evaluating lessons. The findings also suggest the possibility of collaborative training with preservice teachers across the STEM disciplines, using the statements from this study as a tool for dialogue. Future research could explore similarities and differences between practical/creative and humanities subjects.McLain, M., McLain, D., Wooff, D., & Irving-Bell, D. (2021). Preservice Teachers’ Perspectives on Modelling and Explaining in STEM Subjects: A Q Methodology Study. Techne serien - Forskning i slöjdpedagogik och slöjdvetenskap, 28(2), 367–374. Hämtad från

Using Twitter to develop our profiles as academics, to create genuine communities of practice and meaningful connections with the wider world.Within this presentation we explore through the use of Twitter we can develop our academic profiles, create genuine communities of practice and meaningful connections.Irving-Bell, D., Wright, S., Wooff, D., and Moscrop, C. (2018). Using Twitter to develop our profiles as academics, to create genuine communities of practice and meaningful connections with the wider world. #SocMedHE18, 2018 Social Media for Learning in Higher Education Conference, 9th January 2019, Nottingham Trent University (Clifton Campus).

Prepare for the Cambridge IGCSE® Design and Technology syllabus 0445 with the only title available on the market. The title follows a skills-building approach that links together the theory and practical parts of the syllabus to effectively build students’ key skills and knowledge, while also providing support and guidance for teachers. Exam Board: Cambridge Assessment International Education First teaching: 2018 First exams: June 2020 • Be fully prepared to teach the Cambridge IGCSE® Design and Technology syllabus 0445 for first teaching 2018 and first examination 2020 • Have confidence in the content and approach, which is written by highly experienced teachers of Design and Technology from around the world • All three optional papers (Resistant Materials, Graphic Products, and Systems and Control) covered in full, in addition to the core Product Design section • Meets the needs of English as a Second Language learners with a fresh, visual design and tailored language • Provides a fully international course with international examples, contexts and real-life case studies The digital component provides additional resources for both teachers and students, including: • The full Student Book online for front-of-class access or for students to refer to at home • Interactive quizzes to provide further practice and reinforcement for students • Activity sheets for the teacher to download for further practice of key skills Harris, Justin, Bell, Dawne, Hughes, Chris, McLain, Matt, Ross, Stewart and Wooff, David (2018) Collins Cambridge IGCSE™ - Cambridge IGCSE™ Design and Technology: Powered by Collins Connect, ISBN: 978-0-00-829742-8

Created following the amalgamation of several individual subject disciplines, in England, design and technology is in decline. Debates about its purpose and position have taken place since its inception but arguably these have not transferred into a rigorous research base. There is a growing body of scholars exploring the field, but with the decline of the subject, so the community working and investigating it is also diminished. Without a strong foundation, the actions of the few may not carry sufficient weight to generate full and meaningful debate that would influence those with the power to change policy on curriculum and lead to innovation. If we are to have any hope of reversing the subject’s deterioration, we must do something bold and significant. While an awareness of the subject’s history and its evolution is integral to our understanding of how and why we are where we are, merely reflecting on the past will do little to help the subject move forward. Hence, the principal aim of our research is to explore what a re-designed design and technology could look like. To achieve this, this study draws on different stakeholders’ visions of how they perceive the subject’s future. Theoretical underpinning of this work is derived from abductive grounded theory, which aligns with the researcher’s individual ontological positions. Drawing together the findings from participants, this paper presents outcomes in the form of a ‘living document’. We see this as the first phase in an ongoing study into the future of the subject. Findings indicate a diverse range of opinion relating to the subject’s future. Following analysis, outcomes are discussed, and future steps to re-imagine the subject are then explored.

The poster illustrates how senior lecturers working within Design and Technology teacher training at Edge Hill University are utilising an online electronic portfolio to support trainees in the production of high quality evidence necessary to demonstrate their competence against the standards relating to achieving Qualified Teacher Status (QTS).

Whilst undertaking observations of trainee design and technology teachers in a variety of settings across the North West of England, we have encountered an increasing rise in the number of schools offering catering as part of a varied and diverse range of curriculum options within the suite of design and technology subjects studied across KS3/KS4 and into KS5. This short article seeks to highlight and celebrate just one of these examples. It looks at the rationale behind the investment in catering as a Key Stage 4 option, both in terms of capital spend (from the point of facilities and rooms) and staffing. Clearly these should be framed against the successes achieved by the young people at the school in question.

In everyday life we all make judgements about many things. These may be simple things like which clothes to wear or which car parking space to use when we arrive at work. Assessment in the design and technology field also involves making judgements, and as such is a fundamental part of the teaching and learning process. Education has learning at its core and uses assessment as a measure to determine if, and to what extent, learning has taken place (Vartuli; 2005). The aim of this chapter is to explore the foundation and principles of assessment in the design and technology context. In doing so, it will particularly debate assessment issues relating to the following: (i) the processes and purpose of assessment, (ii) why assessment is made and when and how it should be carried out, (iii) The particular types of assessment used in design and technology to assess pupils’ skills, knowledge and understanding learning, (iv) formative versus summative assessment, (iv) holistic versus atomistic assessment methods, (v) knowledge / understanding versus background / context, One of the problems faced when assessing work in the design and technology field is how assessment principles and practices relate to the subject as a whole. Implementing universal principles of assessment within the subject, in its general sense, may be difficult because of the diversity of subjects and technological competences which make up the design and technology field i.e. textile technology, resistive materials, food technology, and systems and control.

The work presented here investigates the impact of using Sterling's notion of Design Fiction (2005) as a mechanism to inspire trainee teachers in their classroom practice. Irving-Bell, D, McLain, M and Wooff, David (2019) Design Fiction a decade of reflection; The impact of teacher training on classroom practice. In: TENZ 2019, 1st - 3rd October 2019, Albany, Auckland, New Zealand.

The work presented here is based in the statutory requirements for the award of QTS for trainee teachers in the secondary education sector in England. Initially the resources discussed here have been trialed with Design and Technology trainees on a variety of Initial Teacher Education (ITE) courses; PGCE, KS2/3 and B.Sc. (Hons.) programmes. Following successful implementation of the resources discussed here the resultant work has now been adopted across all phases and ITE programmes at Edge Hill University.\ud \ud The work presented goes some way will to also illustrate internal (to Edge Hill University) documentation and publications used by staff with trainees, that has been specifically designed to guide and support trainees in the production and collation of high quality evidence against the teaching standards.

Technology Enhanced Learning (TEL) has emergedto be one of the latest ‘buzz’ words, but withindesign and technology does ‘TEL’ really have anysignificant impact upon improving studentslearning and subsequently their attainment?This piece seeks to share aspects of some of the work recently undertaken by undergraduate trainee teachers from Edge Hill University during their professional teaching placements. The work originates from the utilisation of new learning technologies in an undergraduate module, which sought to improve their student learning experience and improve academic attainment.

The intervention under scrutiny is that of the implementation of TEL in the delivery of a module to undergraduate students engaged in Initial Teacher Training (ITT). This short case study seeks to document and share the findings of work undertaken by senior lecturers at Edge Hill University, who through the use and creative deployment of new learning technologies sought to increase the motivation and engagement of students, specifically in order to explore the potential for enhancement of both the student experience and improved academic module attainment.In addition to the documentary evidence presented, which illustrates an improvement in academic outcomes (when compared to previous cohorts undertaking the same module), this study also presents unanticipated emergent findings, which relate to the positive impact this work, undertaken during the module’s delivery, is having upon other aspects of professional development for trainee teachers.Reference.Bell, Dawne and Wooff, D. (2013) The implementation of technological enhanced learning: Increasing engagement and improving attainment. In: Clark, R, Andrews, J, Thomas, L and Aggarwal, R (eds). Compendium of effective practice in higher education. Higher Education Academy, York, pp. 164-167. ISBN 9781854494474

This work presents the preliminary findings of the third phase of a small-scale research study conducted by the authors with a small number of serving secondary school teachers of design and technology based in the North West of England. The work originates from a study designed to improve the ability of Flexible PGCE design and technology trainee teachers to gain a ‘Level 7’ in the submission of their research assignments utilising a classroom evidence-based approach (Bell et al. 2011). It was during this study that unanticipated findings emerged, which set a new course of enquiry; to explore the potential to support teachers in the generation of evidence-based classroom practitioner research, of which the preliminary ‘pilot’ work is reported here.

In England as an educational discipline Design and Technology is in disarray. Deliberations about the subject’s value and purpose within the core curriculum have taken place since its inception (Bell et al., 2017), however these debates have not been formalised by the subject’s community to create a solid research base and , in practice the subject’s vision has not ever been fully realised (Barlex, 2017). As the subject declines, so does the community of colleagues working within the field, and hence the potential to develop robust.\ud \ud If there is to be any hope of reversing the subject’s decline, we need to do something significant. Hence, considering the future of design and technology, the principal aim of this research is to investigate what a re-designed design and technology could look like.\ud \ud This poster presents part of the on-going work into the conversation which we hope will be used to commence the discussion around the future of Design and Technology, or its curriculum successor.

Workshop to the 2012 International SOLSTICE Conference to disseminate the students ‘lived experience’ of engaging with Technology Enhanced Learning (TEL)

Presentation given at the Pupils Attitudes Toward Technology Conference (PATT37) 2018.Supporting the published paper: http://doi.org/10.6084/m9.figshare.14658402

Ensuring teachers develop throughout their career is essential in maintaining a high-quality education system. The aim of the round table is to provide a forum that will facilitate and encourage discussion between colleagues from a range of backgrounds to engage in lively debate around the session’s title and focus question; Is teaching still going to become a master’s level profession?

Teacher modelling and explaining are important pedagogical approaches in practical subjects, including those categorised as science, technology, engineering and/or mathematics (STEM). Building on a framework developed from research on ‘the demonstration’ with teachers and teacher educators of design and technology (D&T), this study explores preservice teachers’ views across a range of secondary school subjects. This study is a snapshot of the evolving perspectives of the participants, early in their studies as students during initial teacher education (ITE). It uses Q Methodology to investigate the subjective values of preservice teachers towards teacher modelling and explaining. Q Methodology compares and analyses the responses of participants to a set of statements representing a range of possible views on a given subject. The sample is purposive, comprised of students enrolled on postgraduate ITE programmes with a Higher Education Institution (HEI) in England. The findings suggest that preservice teachers of STEM subjects strongly identified with one of two architypes – teacher-expert or teacher-facilitator. The paper concludes that preservice teachers of STEM should be made aware of these powerful architypes, when planning, teaching and evaluating lessons. The findings also suggest the possibility of collaborative training with preservice teachers across the STEM disciplines, using the statements from this study as a tool for dialogue. Future research could explore similarities and differences between practical/creative and humanities subjects.

This short conference presentation looked to explore in what ways QR Codes could be used to aid teaching and learning in the context of Higher Education. Drawing on exemplar materials generated and used by trainee teachers studying for a BSc (Hons) in Design and Technology with QTS, discussion will be based around techniques that have been proven to work.

Prepare for the Cambridge IGCSE® Design and Technology syllabus 0445 with the only title available on the market. The title follows a skills-building approach that links together the theory and practical parts of the syllabus to effectively build students’ key skills and knowledge, while also providing support and guidance for teachers. Exam Board: Cambridge Assessment International Education First teaching: 2018 First exams: June 2020 • Be fully prepared to teach the Cambridge IGCSE® Design and Technology syllabus 0445 for first teaching 2018 and first examination 2020 • Have confidence in the content and approach, which is written by highly experienced teachers of Design and Technology from around the world • All three optional papers (Resistant Materials, Graphic Products, and Systems and Control) covered in full, in addition to the core Product Design section • Meets the needs of English as a Second Language learners with a fresh, visual design and tailored language • Provides a fully international course with international examples, contexts and real-life case studies The digital component provides additional resources for both teachers and students, including: • The full Student Book online for front-of-class access or for students to refer to at home • Interactive quizzes to provide further practice and reinforcement for students • Activity sheets for the teacher to download for further practice of key skills Harris, Justin, Bell, Dawne, Hughes, Chris, McLain, Matt, Ross, Stewart and Wooff, David (2018) Collins Cambridge IGCSE™ - Cambridge IGCSE™ Design and Technology: Powered by Collins Connect, ISBN: 978-0-00-829742-8

Prepare for the new Cambridge IGCSE(R) Design and Technology syllabus with the only title available on the market. The title follows a skills-building approach that links together the theory and practical parts of the syllabus to effectively build students' key skills and knowledge, while also providing support and guidance for teachers. * Be fully prepared to teach the Cambridge IGCSE(R) Design and Technology syllabus 0445 * Have confidence in the content and approach of the Student Book, which is written by highly experienced teachers of Design and Technology from around the world * Successfully prepare for both the written and practical parts of the exam with guidance on the final project and exam-style questions * Provides detailed information that will allow students to develop the skills they need to make the transition from theory to practical application * All three optional papers (Resistant Materials, Graphic Products, and Systems and Control) covered in full, in addition to the core Product Design section * Additional material for students and teachers available online at Collins Connect, including the full Student Book online, interactive quizzes and activity sheets * Meets the needs of English as a Second Language learners with a fresh, visual design and tailored language * Provides a fully international course with international examples, contexts and real-life case studies Collins is working with Cambridge International Examinations towards endorsement of this title. IGCSE(R) is the registered trademark of Cambridge International Examinations.Harris, Justin, Bell, Dawne, Hughes, Chris, McLain, Matt, Ross, Stewart and Wooff, David (2018) Cambridge International Examinations - Cambridge iGCSE Design and Technology Student’s Book: Second Edition. Harper Collins, London. ISBN 9780008124687

How to Produce a Research Poster for Conference Display. In: Edge Hill University Research Development Conference, 14th June 2011, Edge Hill University.Work presented in this session aimed to cover what makes a successful research poster presentation. Content, layout, format and feedback were some of the elements that were considered. The session was aimed at those who had never presented anything at a conference and wished to undertake such activities; irrespective of the stage they were at in their research journey.

Globally the supply of highly qualified STEM personnel is perceived as being vital in securing a countries' economic prosperity (Li 2014, Marginson et al 2013), but research suggests there are insufficient numbers studying STEM disciplines to meet demand (Stevenson 2014, Heitin 2014) fuelling concerns of an international STEM labour shortage (Mitchell 2015, Ritz and Fan 2014; Kennedy and Odell 2014). Women in particular remain an untapped resource for science and innovation (OECD, 2006:18), and set within the United Kingdom (UK), situated within the wider social and economic context against a background of policy reform and educational change, this paper builds upon previous research (Bell et al, 2015). This phase seeks specifically to understand how to best STEM subjects should be taught within compulsory education, in order to motivate all students irrespective of their gender or socio-economic background to undertaken STEM study beyond compulsory schooling, and ultimately embark upon a STEM career. Utilising the perceptions of participants currently working in industrially based STEM careers preliminary research sought to provide a basis for educators to help understanding of how to best STEM subjects in school should be taught. In this second phase, work sought to explore unconscious classroom bias, with the specific intention of exploring perceptions around social justice, inclusion and gender. Work set out to uncover participants beliefs in relation to equality of access to a high-quality STEM experience, and then to explore the range in variation of classroom pedagogy. Constructivist grounded theory (Charmaz 2006), underpinned by an interpretivist ontology is the approach adopted for this study, and empirically grounded data is used to elicit stakeholder viewpoints. Emergent findings are discussed in relation to STEM education, current curriculum and its potential to help ensure the emergence of a socially just STEM-literate society. Outcomes from this study suggest that participants believe that in order to actively support the development of socially just STEM literate society, from which an increased number of STEM graduates may emerge, access for all to engage with stimulating STEM activity is essential in order to foster an appetite for future study within children.

This article presents an innovative Key Stage 3 Design and Technology technological Textiles and Electronics project, tried and tested with over five hundred children in schools across the UK.

Mini 'how to guide' to developing a research poster to aid the effective dissemination of research.