PROGRESSION IN PRIMARY DESIGN AND TECHNOLOGY. By Christine Bold. David Fulton pound;14. Christine Bold puts the issue of progression in primary design and technology into a typical classroom context. She encourages readers to explore existing and proposed practice and to develop fresh perspectives on the subject.
The book is clearly illustrated with diagrams and photographs of children’s work and focuses on activities.
References to recent publications enable the reader to relate to the wider picture, covering well-known educationists, subject associations and national agencies and organisations.
Well-structured chapters on designing and making include sections on what designing means, and on modelling using various types of materials. The final section, “moving forward”, deals with issues such as assessment, planning, and effective learning. The book has a thorough bibliography.
This publication doesn’t claim to detail strands of progression within Damp;T; but helps readers approach the issue from their own circumstances.
It should be useful to a wide audience including trainees and teachers, particularly coordinators. The activities offer a structured but flexible approach for organising professional development.
Progression in Primary Design and Technology will also prove valuable to trainers involved in initial teacher training and continued professional development. It is likely to feature on the reading list in many higher education institutions.
