D&T in England
Design and Technology (D&T) is a unique subject in the English school curriculum, combining creativity, practical skills, and technological understanding. It was first introduced in 1989 for pupils aged 5-16 years and has since evolved to reflect the changing needs of society and the economy.
At its core, D&T is about designing and making products that solve real-world problems. Pupils are encouraged to think critically, be innovative, and combine their practical and intellectual skills to create solutions that meet human needs and wants. The subject draws on a broad range of disciplines, including mathematics, science, engineering, computing, and art.
The term "Design and Technology" itself is significant. The "and" emphasises the intimate connection between the two activities, implying a concept broader than either design or technology individually. This unitary concept is essential to understand the subject's purpose and value in the curriculum.
Throughout its history, D&T has undergone several revisions, reflecting the political ideology and educational thinking of the time. Each iteration of the curriculum has brought new focus areas, such as sustainability, industrial practices, and the use of modern technologies. Despite these changes, the fundamental principles of D&T remain constant: combining knowledge and skills to design and make products that address human needs and opportunities while considering aesthetics, functionality, and values.
One of the challenges faced by D&T is the lack of clarity and understanding among teachers, pupils, parents, and the wider community regarding its purpose and content. This has led to varying expectations of learning outcomes and has impacted the subject's status in the curriculum. To address this, there have been ongoing discussions about the nature of D&T knowledge and how it should be structured and taught.
Recent developments in D&T education in England have focused on making the subject more knowledge-led, in line with the government's emphasis on teaching young people the "best that has been thought and said." This shift has prompted teachers to re-evaluate their curriculum plans and place a greater emphasis on knowledge rather than skills and understanding.
Despite the challenges, D&T remains a vital subject in the English school curriculum. When taught well, it has the potential to develop pupils' technical knowledge and skills and high-level cognitive skills such as analysis, evaluation, and creativity. It empowers pupils to see that they can make a positive contribution to the world and enables them to understand the impact and consequences of their decisions and those of others.
As society becomes increasingly technological, it is more important than ever for pupils to be knowledgeable about technology and its impact. D&T teachers must remain adaptable and creative in their approach to the subject while maintaining its core principles and serving the learning needs of their pupils. By doing so, they can ensure that D&T continues to evolve and remain relevant in an ever-changing world.
References
- Department for Education (2013) The National Curriculum in England Key Stages 3 and 4 Framework Document, London: HMSO
- Hardy, A. (2017) The value of a school subject: Investigating the values attributed to design and technology by different stakeholders (unpublished PhD thesis). Nottingham Trent University, Nottingham
- Kimbell, R., Stables, K. and Green, R. (1996) Understanding Practice in Design and Technology, Buckingham: Open University Press
Suggested Reading
- Hardy, A. (2020) Debates in Design and Technology Education (2nd ed), Abingdon: Routledge
- de Vries, Marc J. ed. (2011) Positioning Technology Education in the Curriculum. Rotterdam, The Netherlands: Sense Publishers
