Presentation for lecture about the development of D&T and recent developments

1. Design and Technology
A unique subject in the curriculum

2. Definitions: technology
‘The essence of technology lies in the
process of bringing about change or
exercising control over the environment.
This process is a particular form of
problem solving; of designing in order to
effect control.’
DES (1985). The curriculum from 5 to 16. London: HMSO

3. Design and Technology:
a rationale
The key aim of Design and Technology is to enable pupils to learn how to
contribute towards and intervene creatively and constructively to
improve the made world in a rapidly changing technological society. It
should enable pupils to become discriminating citizens and customers,
and to be able to contribute to their home, the community and industry;
by having a better understanding of products and the associated values;
by developing specific technological understanding; and by fostering the
design and manufacturing skills needed to produce quality practical
solutions to real problems.
The Design and Technology Association (1999). National Curriculum Review. DATA News,
No. 10

4. Design and Technology
in the school curriculum
Design and technology prepares pupils to participate in tomorrow's
rapidly changing technologies. They learn to think and intervene
creatively to improve quality of life. The subject calls for pupils to
become autonomous and creative problem solvers, as individuals and
members of a team. They must look for needs, wants and opportunities
and respond to them by developing a range of ideas and making
products and systems. They combine practical skills with an
understanding of aesthetics, social and environmental issues, function
and industrial practices. As they do so, they reflect on and evaluate
present and past design and technology, its uses and effects. Through
design and technology, all pupils can become discriminating and
informed users of products, and become innovators.
Department for Education and Employment (1999). Design and Technology: The National
Curriculum for England. London: HMSO

5. A history of curriculum development
1970 1980 1990
Woodwork
Metalwork
Technical
Drawing
Needlework
Cookery
(Domestic
Science)
Craft, Design
and
Technology
(CDT)
Home
Economics
Design &
Realisation
Design &
Communication
Technology
Textiles
Food
Art & Design
Bus Studies
IT
DESIGN AND
TECHNOLOGY

6. Technology in the National Curriculum
• July 1987 The National Curriculum 5-16: a consultative document
• April 1988 Design and Technology Working Group
• 29 July 1988 Education Reform Act
• June 1989 DTWG Final Report
• Mar. 1990 Statutory Order
– Sept. 1990 Technology introduced in Y1, 3 & 7
• Dec 1992 DFE proposals: The revision of NC Design and Technology
• Sept. 1993 NCC Recommendations
Technology introduced in Y10
• Nov. 1994 DFE Draft Order
• Jan. 1995 Statutory Order (mark II)
• Sept. 1996 KS 4 requirements reduced; ‘short courses’ introduced
• Sept.1998 KS 1 & KS 2 requirements ‘relaxed’
• May 1999 QCA Consultation Report
• Sept. 2000 Statutory Order (mark III)
• Sept 2004 D&T ‘entitlement’ only at KS4
• Sept 2008 New KS3 Secondary Curriculum (mark IV)
• January 2011 Review of National Curriculum launched
• February 2013 Proposed programmes of study published
• Sept. 2013 New D&T programmes of study (mark V)
• Sept. 2014 New D&T curriculum being taught in schools

7. Industry’s view of D&T
Design and technology is important. The act of creatively using
your hands, together with your brain, is a vital part of education
and is immensely challenging. It is a socially inclusive and
cohesive activity which benefits all pupils whatever their
abilities, including the most academic and those who want to
concentrate on work-related learning. Design and technology is
rooted in the practices of industry, manufacturing and business.
What better background for a young innovator or entrepreneur?
James Dyson, 17th
December 1999

8. What is Design and Technology for?
• What is it that pupils can learn from design and
technological activities which can be learnt in no
other way?
• If pupils did not experience Design and
Technology as part of their curriculum, in what
way would their education be incomplete?
• Which is most important: the ‘vocational’
dimension of Design and Technology (e.g. in
relation to future employment) or its general
dimension?

9. National Curriculum 2008
Design and Technology (KS3)
• In design and technology pupils combine practical and technological skills
with creative thinking to design and make products and systems that
meet human needs. They learn to use current technologies and consider
the impact of future technological developments. They learn to think
creatively and intervene to improve the quality of life, solving problems as
individuals and members of a team.
• Working in stimulating contexts that provide a range of opportunities and
draw on the local ethos, community and wider world, pupils identify needs
and opportunities. They respond with ideas, products and systems,
challenging expectations where appropriate. They combine practical and
intellectual skills with an understanding of aesthetic, technical, cultural,
health, social, emotional, economic, industrial and environmental issues.
As they do so, they evaluate present and past design and technology,
and its uses and effects. Through design and technology pupils develop
confidence in using practical skills and become discriminating users of
products. They apply their creative thinking and learn to innovate.

10. Key concepts
There are a number of key concepts that underpin the study
of design and technology. Pupils need to understand these
concepts in order to deepen and broaden their knowledge,
skills and understanding:
• Designing and making
• Cultural understanding
• Creativity
• Critical evaluation

11. Key processes
Pupils should be able to:
a) generate, develop, model and communicate ideas in a range of ways, using
appropriate strategies;
b) respond creatively to briefs, developing their own proposals and producing
specifications for products;
c) apply their knowledge and understanding of a range of materials, ingredients and
technologies to design and make their products;
d) use their understanding of others’ designing to inform their own;
e) plan and organise activities and then shape, form, mix, assemble and finish
materials, components or ingredients;
f) evaluate which hand and machine tools, equipment and computer-aided
design/manufacture (CAD/CAM) facilities are the most appropriate to use;
g) solve technical problems;
h) reflect critically when evaluating and modifying their ideas and proposals to
improve products throughout their development and manufacture.

12. Range and content
a) The curriculum should include resistant materials, systems and control
and at least one of food or textiles product areas. In each product area
the study of designing should include understanding of:
b) users’ needs and the problems arising from them;
c) the criteria used to judge the quality of products, including fitness for
purpose, the extent to which they meet a clear need and whether
resources have been used appropriately;
d) the impact of products beyond meeting their original purpose and how
to assess products in terms of sustainability;
e) aesthetic, technical, constructional and relevant wider issues that may
influence designing, selection of materials, making and product
development.

13. Curriculum opportunities
In ways appropriate to the product area, the curriculum should provide
opportunities for pupils to:
a) analyse products to learn how they function;
b) undertake focused tasks that develop knowledge, skills and
understanding in relation to design and make assignments;
c) engage in design and make assignments in different and progressively more
complex contexts, including for purposes and uses beyond the classroom;
d) work individually and in teams, taking on different roles and responsibilities;
e) work with designers and makers where possible to develop an
understanding of the product design process;
f) use ICT as appropriate for image capture and generation; data acquisition,
capture and handling; controlling; and product realisation;
g) make links between design and technology and other subjects and areas of the
curriculum.

14. Purpose of D&T (2013)
Design and technology is an inspiring, rigorous and practical
subject. Using creativity and imagination, pupils design and
make products that solve real and relevant problems within a
variety of contexts, considering their own and others’ needs,
wants and values. They acquire a broad range of subject
knowledge and draw on disciplines such as mathematics,
science, engineering, computing and art. Pupils learn how to
take risks, becoming resourceful, innovative, enterprising and
capable citizens. Through the evaluation of past and present
design and technology, they develop a critical understanding
of its impact on daily life and the wider world. High-quality
design and technology education makes an essential
contribution to the creativity, culture, wealth and well-being
of the nation.

15. Aims (2013)
• The national curriculum for design and technology aims to
ensure that all pupils:
• develop the creative, technical and practical expertise
needed to perform everyday tasks confidently and to
participate successfully in an increasingly technological
world
• build and apply a repertoire of knowledge, understanding
and skills in order to design and make high-quality
prototypes and products for a wide range of users
• critique, evaluate and test their ideas and products and the
work of others
• understand and apply the principles of nutrition and learn
how to cook

16. Key Stage 3 (2013)
Through a variety of creative and practical
activities, pupils should be taught the knowledge,
understanding and skills needed to engage in an
iterative process of designing and making. They
should work in a range of domestic and local
contexts [for example, the home, health, leisure
and culture] and industrial contexts [for example,
engineering, manufacturing, construction, food,
energy, agriculture (including horticulture) and
fashion].
More information on Department of Education website

17. Post-2004 KS4 D&T ‘entitlement’
Schools can fulfil the entitlement by providing access to
courses in the following areas:
• product design (including textiles technology, resistant
materials technology and graphic products) or manufacturing
• food technology or hospitality and catering/home economics
• systems and control, electronic products, electronics and
communication technology, industrial technology or
engineering.
[Schools are expected to offer courses in at least two of these
areas.]

18. GCSEs in Design and Technology
• Electronic Products
• Food Technology
• Graphic Products
• Product Design
• Resistant Materials Technology
• Systems and Control Technology
• Textiles Technology
http://www.aqa.org.uk/ http://www.edexcel.com
http://www.ocr.org.uk/

19. Relevant A level subjects (examples)
• D&T: Product Design
– Graphics with Materials Technology
– Resistant Materials Technology
• D&T: Systems & Control Technology
• Electronics
• D&T: Food Technology
• Art and Design
– Graphic Design
– Textiles
– 3D Design

20. The future
• Future GCSE D&T:
– GCSE reform
• Discuss the implications of this GCSE change
for:
– You
– A D&T department
– The pupils