1 IntroductionNicholas Addison and Lesley Burgess 2 Art and Design Teachers’ Professional DevelopmentRichard Hickman and Madeleine Brens 3 Learning in Art and Design Education Nicholas Addison and Lesley Burgess with Victoria Kinsella, Dean Kenning Unit 3.1 the relationship between learning and teaching3.2 theories of learning and their implications for art and design3.3 activity theory; (Victoria Kinsella)3.4 experiential learning3.5 affect and the aesthetic3.6 language, motivation and learning3.7 thinking through art: the social body mind map; (Dean Kenning)3.8 enabling learning: transforming subject knowledge into pedagogy4 Planning for Learning and TeachingDavid Gee and Lesley Burgess Unit 4.1 Curriculum PlanningUnit 4.2 Practice in ITE Art and design5 Assessment and Examinations in Art and DesignAndy Ash and Kate Schofield with John Steers Unit 5.1 Overview of assessment: principles and practiceUnit 5.2 Assessment in art and designUnit 5.3 Art and design examinationsUnit 5.4 Reconsidering assessment for learning in art and design (John Steers)6 Issues in Craft and Design EducationLesley Burgess and Kate Schofield with Helen Charman Unit 6.1 CraftUnit 6.2 DesignUnit 6.3 Sustainable design: design can change the world (Helen Charman)7 Attitudes to MakingUnit 7.1 Drawing: Lines of PossibilityClaire RobinsUnit 7.2 Sculpture in secondary schoolsAndy Ash8 Critical StudiesNicholas Addison Unit 8.1 The purposes of critical studiesUnit 8.2 Exploring methods for investigating art and design: developing visual and aesthetic literacy9 Inclusion in Art and design Unit 9.1 Claire PenkethUnit 9.2 John Johnson10 Towards a Plural CurriculumUnit 10.1 Enhanced Identities in DiversityPaul DashUnit 10.2 Histories and canons as forms of identityNicholas AddisonUnit 10.3 Investigation and DiversityNicholas Addison