Defending a (marginalised) school subject: the views of different education stakeholdersAlison Hardy

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Outline•Context:

– National Curriculum– Teacher Training– School league tables

•Potential consequences and opportunities for D&T (and other subjects)

•Curriculum development

National Curriculum: Design and Technology

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National Curriculum: ICT/ Computing

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Teacher Training

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Number of D&T teacher training providers

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Provider numbers

Context

Teacher training recruitment

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School league tables

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• Ebacc: five subjects measured1. English2. Maths3. Science4. Humanities (Geography or History)5. Language

• No creative subjects included

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Why teach design and technology?

‘defend the field in public and global arenas’ (Keirl, 2009, p.550).

Context

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What is the value of D&T to pupils and society, today

and in the future?

Previous research

Findings: same values

•22 D&T values (Hardy 2013, 2015):– Academics = 15– Trainee teachers = 19– Teachers = 22

• 13 values held by all groups• Academics & teachers have 13 in common• Academics & trainees have 13 in common• Teachers and trainees have 19 in common

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Findings: different values

•Academics have one value that neither teachers or trainees have:– Identifying problems to be solved

•Teachers and trainees have 6 values that the academics don’t have:– Provides a practical purpose for other school subjects– Contributes to the nation's industrial and economic

competitiveness– Develops the skills of autonomy and collaboration– Learn practical life skills– Examination and questioning of the made world – It is fun and enjoyable

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So what?Teachers and Trainees:•Smooth relationship or less challenge?

Teachers/ Trainees and Academics:•Challenging relationship or subject-focused?

Teachers and Academics:•Effect on National Curriculum and GCSE implementation?•Teachers focus on here & now•Academics focus on subject’s unique contributionTeachers becoming Teacher Educators:•Focus more on engagement and attainment than D&T’s purpose

Analysis

What next for D&T subject development?•Joined up thinking needed:

– Currently 31 schools have D&T SLEs;

•Greater role for subject associations and advisors to engage new teacher educators with the new curriculum – specifically its purpose and aim;

•Development of curriculum resources;•Values framework could support in-school reflection and discussions.

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Working With You

• Funded project working with a small company: Kitronik• Developed resources for D&T textiles specialists• Supporting teachers in the implementation of electronic textiles into

the classroom.– What they need to know about?– How it links to current curriculum?

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Supporting teachers

• Teachers need to build confidence in own knowledge of electronics• Cut down costs for whole class teaching• Support pupils in creating their own knowledge and understanding

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Teachers’ workshop

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• http://wwyresearchproject.tumblr.com/ • https://uk.pinterest.com/sdsdavies/• http://ntudte.blogspot.co.uk/ • http://www.instructables.com/id/eTextile-wristband/• http://www.instructables.com/id/LED-PurseWallet/

Sarah Davies: www.about.me/SdsdaviesAlison Hardy: www.about.me/alisonhardy

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Related publications

• HARDY, A., 2013. Starting the journey: discovering the point of D&T. In: PATT27 Conference: Technology Education for the Future: A Play on Sustainability, Christchurch, New Zealand, 2-6 December 2013, pp. 222-228.

• HARDY, A., GYEKYE, K. and WAINWRIGHT, C., 2015. What do others think is the point of design and technology education? In: PATT29 Plurality and Complementarity of Approaches in Design & Technology Education, Marseille, France, 7-10 April 2015.

• HARDY, A., 2015. What’s D&T for? Gathering and comparing the values of design and technology academics and trainee teachers. Design and Technology Education: An International Journal. Vol 20(2), p.10-21.

Previous research