From the Chilled Food Association, this resource helps students to think about the development of a new food product. The materials are aimed at STEM ambassadors but they can readily be adapted for use by teachers in the classroom.

The materials consist of a lesson plan, stimulus materials and suggested...

This activity, from the Institution of Engineering and Technology (IET), allows students to compare old and new technologies (railway five-pointer telegraph against the SMS message) to experience how significant the advances in technology have been. The nature of...

These resources provide revision materials for testing student understanding of the new and emerging technology section of the GCSE Design and Technology specification. The resources include a revision presentation, mock exams and revision cards.

Using LDRs and sparkles, the student learns how to code a nightlight coming on only once it gets dark. Digital switches can also be incorporated into this.

The Inventive podcast uses storytelling to encourage listeners to find out more about engineers and what they do.  In each episode, Professor Trevor Cox interviews an engineer, and then a writer uses that interview as inspiration for a piece of fiction. The podcast brings...

This STEMNET resource describes the background and career of STEM Ambassador David Bennett, a design engineer at a nuclear power station.

David's role is to ensure that any modifications made to the nuclear power plant improve safety and efficiency. He started work after gaining a degree in Mechanical...

The Nuffield Design and Technology Teacher's File for Key Stage Three contains a large number of resource tasks which can be included in lessons. These short, focused activities are presented as instruction sheets and are intended to increase technical knowledge, skills and design strategies.

The file...

Nuffield Home Economics was developed with the support of the Nuffield Foundation between 1977 and 1981. The project had its origins in a series of in-service courses organised by the Centre for Science and Mathematics Education at Chelsea College. These courses were...

The Basic Course of Nuffield Home Economics was designed for students aged 11–14. The project was supported by the Nuffield Foundation and devised in collaboration with trial schools and with industrial consultants.

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The Basic Course of Nuffield Home Economics was designed for students aged 11–14. The project was supported by the Nuffield Foundation and devised in collaboration with trial schools and with industrial consultants.

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The Basic Course of Nuffield Home Economics was supported by the Nuffield Foundation and devised in collaboration with trial schools and with industrial consultants. The textbook and teachers’ guide were supplemented by a pack of photocopiable worksheets and overhead...

The Basic Course of Nuffield Home Economics was designed for students aged 11–14. The project was supported by the Nuffield Foundation and devised in collaboration with trial schools and with industrial consultants.

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This project allows students to think positively and creatively about different visions of the future. The activities are designed to celebrate human ingenuity rather than apportion blame or induce guilt. Specifically students are challenged to rethink a sustainable future based on the principles of closed loop...

This project allows students to consider the nature of games and sports in depth. What are the characteristics of games that make them enjoyable to play and watch? How can games be redesigned for different participants and different occasions? How can kit and equipment be designed to improve performance?

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