This resources explores how moisture management technology is used to develop engineered products . It introduces key words such as breathability, wicking, microfibres and provides examples of products and tradenames that make use of this technical textile technology.

These teacher notes will guide you through the collection of resources created for space-inspired technical textiles. Including:

• ...

This Technicians and Progression report from the Skills Commission presents the findings of an inquiry into the alternatives to university degrees that the post-16 education system provides. The report maintains that post-compulsory education should offer a diverse range of education provision, vocational as well...

This report was prepared by Professor Richard Kimbell and Richard Green of the Technology Education Research Unit (TERU) as a result of a project commissioned by The Engineering Council in June 1996. The brief for the project was to examine the use of mathematics as a tool to support Technology Enhancement...

This activity, from the Institution of Engineering and Technology (IET), makes students aware of the positives that modern communication systems give to society, and asks them to make decisions about the use of these systems for social, economic and environmental...

The Technology Education Research Unit (TERU) was founded in 1990 at Goldsmiths College University of London. The unit focuses on understanding how design and technology works in schools; how to encourage learners towards creative interventions that improve the made world; and how to help teachers to support that...

The Technology Education Research Unit (TERU) at Goldsmiths College, University of London, undertook initiatives to study, support and advocate the teaching of design and technology in schools. This research was published in a series of reports and papers which all sought to demonstrate the importance of teaching...

The Technology Enhancement Programme (TEP) was an established and prestigious programme aimed at supporting and improving the teaching and learning of technology in schools and colleges. The Programme offered practical down-to-earth support for teaching technology in all parts of the UK. 

This resource...

This Oftsted publication takes a look at the state of technology in schools shortly after the implementation of the National curriculum. It provides commentary on teaching and learning; curriculum and organisation; assessment, recording and reporting; staffing and staff development; accommodation and resources....

Produced in 1992, this Department for Education and Science and HM Inspectorate document evaluates the response of schools to the National Curriculum requirements for technology since its introduction in 1990. The report is based on the inspection of 884 schools: 438 secondary, 25 middle, 398 primary and 23 special...

Produced in 1993, this National Curriculum Council document was written to respond to the Secretary of State for Education’s proposals to address issues with the National Curriculum for technology at the time.

The key responses to the proposals include:
*The scope of ‘technology’– clarifying the...

This report was the third in a series, following on from Technology in the National Curriculum: Getting it Right and Technology at A Level: Getting it Right and was written for the Engineering Council by the same authors. This report...

This enquiry into technology and school science was conducted by HMI. The report was published in 1985. The enquiry was concerned not only with the specific technology courses offered by science departments but also sought to obtain details of any attempts being made to develop technology across the curriculum,...

The Technology at A Level: Getting it Right report followed on from the Technology in the National Curriculum: Getting it Right...