Design and Technology

A unique subject in the curriculum

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

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

Design and Technologyin 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

A history of curriculum development1970 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 & DesignBus StudiesIT

DESIGN AND TECHNOLOGY

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 RecommendationsTechnology 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

Industry’s view of D&TDesign 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

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?

National Curriculum 2008Design 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.

Key conceptsThere 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

Key processesPupils 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.

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.

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 andunderstanding 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 anunderstanding 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.

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.

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

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

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.]

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/

GCSEs in vocational subjects

The approved titles are:– Applied Art and Design– Applied Business– Applied ICT– Applied Science– Engineering– Health and Social Care– Leisure and Tourism– Manufacturing

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

The future?

• Current consultations on the future of GCSE and A level D&T:– New subjects to be taught in 2016– GCSE and A level reform

• Responses to the consultation:– David Barlex & Torben Steeg– D&TA (to follow)