Design And Technology Capability

Alison Hardy

As pupils progress through the design and technology curriculum, they build both design and technological knowledge, leading to the development of their design and technology capability. Pupils’ design and technology capability emerges as they accumulate knowledge over time and have opportunities to put it into action when given design problems and situations to solve (Doherty, Huxtable and Murray 1994).

In England, 'design and technology capability' is an aim of design and technology education, alongside developing pupils' awareness of and ability to use technology (Department of Education 2013). Whilst the construct of ‘design and technology capability’ has been an aim of design and technology in England since its creation as a subject, more recently it has lapsed from mention in curriculum documents. Therefore, a recent definition is difficult to locate. However, in early documents, design and technology capability is described as the interaction of responding to a design and technology context while drawing on the resources of knowledge and experience (Black and Harrison 1985). More recently, Kimbell (2020) and Hardy (2020) maintain that it is the focus of assessment and progression planning in design and technology. Kimbell (2020 and Gibson (2008) argue that it is demonstrated (and can therefore be assessed) when pupils create practical solutions to an authentic context using knowledge and informed by a set of values.

Design and technology capability includes several interrelated aspects (Hardy 2020, p.237). “Pupils can demonstrate, at any stage of their design and technological development, evidence of their capability through their ability to:

  • Use developing knowledge and skills in a creative and purposeful way
  • Take responsibility for the form and direction of their work
  • Make informed judgements
  • Handle uncertainty
  • Modify their work in the light of personal reflection.”

In summary, design and technology capability is a key aim of design and technology education, which emerges as pupils develop and apply their design and technological knowledge to new and (sometimes) unfamiliar design situation. It is has several aspects that are interrelated.

References

Black, P.J., and Harrison, G., 1985. In place of confusion: technology and science in the school curriculum: a discussion paper. Nuffield-Chelsea Curriculum Trust and the National Centre for School.

Department of Education, 2013. The National Curriculum in England Framework Document. London: Department of Education.

Doherty, P., Huxtable, J. and Murray, J., 1994. Planning for capability and progression in design and technology. Teaching Technology.

Gibson, K., 2008. Technology and technological knowledge: a challenge for school curricula. Teachers and Teaching, 14 (1), 3-15.

Hardy, A., 2020, Planning for progression in design and technology. In: Planning for progression in design and technology. Learning to Teach Design and Technology in the Secondary School. Routledge, 2020, pp. 236-250.

Kimbell, R., 2020, Capability, quality and judgement: Learners’ experiences of assessment. In: Capability, quality and judgement: Learners’ experiences of assessment. Pedagogy for Technology Education in Secondary Schools. Springer, 2020, pp. 201-217.

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