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245 00 a| Managing GCSE coursework.;

260 a| [London] :b| Teachers TV/UK Department of Education,c| 2005.;

300 a| 1 online resource (28 min.).;

336 a| two-dimensional moving imageb| tdi2| rdacontent;

337 a| computerb| c2| rdamedia;

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490 0 a| KS3/4 design and technology ;v| 1-2;

500 a| Title from resource description page (viewed Mar. 5, 2012).;

520 a| In design and technology, GCSE coursework presents a major challenge. In this programme, two teachers show the different ways they encourage pupils to take more independent control of their GCSE coursework. Lorraine John believes that giving pupils maximum freedom to choose design briefs is what works best for her pupils.Stuart Barker teaches electronics at Coopers Technology College in Kent and his approach is to stress the importance of researching the product to fit a particular market. He also believes that pupils can learn a lot from examining the work of previous years pupils, whereas Lorraine believes that this can limit creativity.;

520 a| In a second programme on ways to help design and technology pupils take a less formulaic approach to GCSE coursework, the two teachers shown in the first programme discuss their teaching strategies with Kevin Jones of the Specialist Schools Trust and Gareth Stevens, Key Stage 3 strategy consultant from Harrow LEA. At the Design Museum in London, textiles teacher Lorraine John and electronics teacher Stuart Barker debate the best ways to support and direct pupils to take a more creative approach. Stuart believes that pupils learn a lot from examining the best work of previous years pupils, while Lorraine thinks this limits their creativity. The four agree that exam boards should reward creative approaches more directly than they do at present and feel that teachers should encourage pupils to be more experimental during the making stage.;

530 a| Previously released as DVD.;

546 a| This edition in English.;

650 0 a| Design and technologyx| Study and teachingz| Great Britain.=| ^A609838;

650 0 a| General Certificate of Secondary Education.=| ^A205214;

655 7 a| Instructional television programs.2| lcgft;

710 2 a| Evans Woolfe (Firm),e| producer.=| ^A1165005;

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856 40 3| 1u| https://go.openathens.net/redirector/ecu.edu?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736883;

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999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5273342-2001l| HSLELECm| HSLr| Ys| Yt| HEIVu| 3/27/2020x| EVIDEOz| HAVo| .STAFF. jjlm;

Managing GCSE coursework.

Other author	Evans Woolfe (Firm), producer.
Format	Video (Streaming)
Publication Info	[London] : Teachers TV/UK Department of Education, 2005.
Description	1 online resource (28 min.).
Supplemental Content	2
Supplemental Content	1
Subjects	Design and technology--Study and teaching. --Great Britain. General Certificate of Secondary Education.

Series	KS3/4 design and technology ; 1-2
Abstract	In design and technology, GCSE coursework presents a major challenge. In this programme, two teachers show the different ways they encourage pupils to take more independent control of their GCSE coursework. Lorraine John believes that giving pupils maximum freedom to choose design briefs is what works best for her pupils.Stuart Barker teaches electronics at Coopers Technology College in Kent and his approach is to stress the importance of researching the product to fit a particular market. He also believes that pupils can learn a lot from examining the work of previous years pupils, whereas Lorraine believes that this can limit creativity.
Abstract	In a second programme on ways to help design and technology pupils take a less formulaic approach to GCSE coursework, the two teachers shown in the first programme discuss their teaching strategies with Kevin Jones of the Specialist Schools Trust and Gareth Stevens, Key Stage 3 strategy consultant from Harrow LEA. At the Design Museum in London, textiles teacher Lorraine John and electronics teacher Stuart Barker debate the best ways to support and direct pupils to take a more creative approach. Stuart believes that pupils learn a lot from examining the best work of previous years pupils, while Lorraine thinks this limits their creativity. The four agree that exam boards should reward creative approaches more directly than they do at present and feel that teachers should encourage pupils to be more experimental during the making stage.
General note	Title from resource description page (viewed Mar. 5, 2012).
Other forms	Previously released as DVD.
Language	This edition in English.
Genre/form	Instructional television programs.

Managing GCSE coursework.

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