The nature of the practical work undertaken in Technology is such that often a range of activities is being carried out at the same time. The emphasis must be on the 'active learning' aspect of this approach and take into account that there is need for explicit teaching of both knowledge and skills at all levels. The extent to which this explicit teaching is required may be determined by such factors as the nature of the task being undertaken, the prior experience or stage of development of the pupil, demands of safety, etc.
To manage the students in this 'active learning' role entails an element of trust that they must establish with the teacher by which they are given maximum freedom for the 'hands-on' experience, subject to the over-riding requirements of safety and classroom order. This is necessary if the teacher is to be in a position to assist and direct individual students who may need more explicit teaching of skills than others. Once that element of trust has been established, both teacher and students are free to get on with the tasks in hand. The teacher is free to give more direct attention to an individual or group - a resource that is available to the students as they undertake their tasks.
In regard to individual or group work, it must be borne in mind that each student is endeavouring to develop knowledge and skills through Technology education, and this will require that the emphasis be on students individually undertaking practical work as often as feasible, particularly where new skills are concerned.
Where the thrust of a particular task is on the integration of different areas of the syllabus content and is based on skills already established, group work can be beneficial in reducing the time spent as a class in completing the task and avoiding 'bottle-necks' in relation to specific equipment. It also has the advantage that ideas are shared and discussed before a chosen solution is developed and this can encourage critical and observational skills that might not otherwise be called upon. In this situation, responsibility for individual aspects of the task could thereafter be shared out among the group members so that simultaneously a number of the stages could be in hand. As mentioned in relation to the progression from small scale tasks to integrated tasks where there are distinct elements from a number of syllabus sections, these could be shared out, especially at the realisation stage in the cycle. Meanwhile one member of the group could be in the process of compiling the report on behalf of the whole group.
SAFETY
care must netagenumt all students have approximately equal exposure to all types of activity.
As the students progress to more open tasks, there will be demands on different facilities and equipment. The teacher must be in a position to advise and direct students with regard to the level of complexity of a task they undertake.
Students must not be allowed to work in specialist rooms or use specialist equipment unless they are familiar with all safety procedures and there is a teacher competent in the use of that equipment in the room.
The preparation of materials in advance and careful advance planning of the work sequences by the teacher is vital to the smooth running of the practical work sessions. Bottle-necks should be anticipated and planned out by allowing a number of different processes to take place simultaneously in different groups and locations. Tools should have clearly defined storage locations and 'return when finished' should be an inviolable rule.