Primary D&T
Suzanne Gomersall and Alison Hardy
Design and Technology (D&T) has been a part of the primary curriculum in England since the 1990s. While it has faced challenges such as limited teacher training and competition with core subjects like English, Mathematics, and Science, D&T offers valuable learning experiences and should be given due importance in all primary schools.
The nature of D&T in primary schools has been subject to misunderstandings, with some perceiving it as being about computers and technology or merely an application of science knowledge. However, the Design and Technology Association has identified six essential elements that should be included in any D&T project: meeting user needs, having a clear purpose, involving pupil design decisions, functioning properly, being innovative from the pupil's perspective, and being an authentic product.
Primary schools in England have some flexibility in organising their curriculum to include D&T alongside other foundation subjects. Common approaches include teaching subjects separately, using a topic/theme approach, combining subjects, or adopting a skills-based curriculum. D&T can provide relevant contexts for teaching core subjects and other areas like art, computing, geography, and history.
Key areas of learning in primary D&T include mechanisms, electrical systems, structures, textiles, and food. Pupils also develop important designing and evaluative skills. Teaching strategies involve whole-class, group, pair, and individual work, with an emphasis on engaging pupils through authentic, purposeful projects. Assessment, both formative and summative, is an important aspect of teaching D&T.
Primary schools typically do not have specialist D&T facilities, so teaching takes place in the regular classroom. This presents both advantages, such as integration with other subjects, and challenges, like limited resources. The role of the D&T subject leader is crucial in managing the subject within the school.
Transition from primary to secondary school can be challenging in D&T, with some pupils experiencing regression or repetition. Effective liaison between primary and secondary teachers is vital to ensure progression and build on pupils' prior experiences. Strategies include auditing primary D&T, organising joint projects, and sharing teaching.
The National Curriculum in England (DfE, 2013) provides statutory guidance for teaching D&T to children aged 5-11. It builds on the Early Years Framework (EYFS, 2023), which has links to D&T through areas such as 'Understanding the World' and 'Physical Development'. The National Curriculum describes D&T as an "inspiring, rigorous and practical subject" where children use creativity and imagination to "design and make products that solve real and relevant problems" considering "needs, wants and values".
The D&T programmes of study are split into five sections: designing, making, evaluating, technical knowledge, and cooking and nutrition. These elements need to progress and become more complex as children move through primary school. Key areas of technical knowledge include mechanisms, electrical systems, structures, textiles, and food. As part of food and nutrition, children learn about healthy eating to design and make healthy dishes.
High-quality D&T involves designing and making something for someone for some purpose. The Design and Technology Association (2016) recommends three interlinking teaching and learning activities: Investigate and Evaluate Activities (IEAs), Focused Tasks (FTs), and Design, Make and Evaluate Assignments (DMEAs). By providing IEAs and FTs, children are equipped with the knowledge, skills, and understanding to engage successfully in DMEAs.
In primary schools, there is flexibility in organising the teaching of D&T across a term or in a focused week. Strong links can be made with other subjects like Maths, English, Science, and Art. However, links with History and Geography can sometimes lead to poorer model-making activities that do not draw on high-quality D&T pedagogy.
Challenges to delivering high-quality D&T in primary schools include teachers' confidence in their subject knowledge and limited time for pupils to solve design problems or engage in iterative design. When Ofsted reviewed the subject in 2016, primary D&T was found lacking in many settings. Solutions include providing children with opportunities to experience real D&T, design and make functional products, use computer control, and access a well-planned curriculum with sufficient time.
Despite the difficulties faced, primary D&T remains an essential subject that contributes significantly to pupils' learning and development. By providing engaging, authentic projects and fostering creativity and problem-solving skills, primary schools can lay a strong foundation for pupils' future success in D&T and beyond.
References:
Benson, C. (2021). Design and Technology in the Primary School. In A. Hardy (Ed.), Learning to Teach Design and Technology in the Secondary School. London: Routledge.
Benson, C. (2012). The development of quality design and technology in English primary schools: issues and solutions. Linköping University Electronic Press.
Department for Education. (2013). National Curriculum Design and Technology Programmes of Study.
Department for Education. (2014). The National Curriculum in England: primary curriculum.
Department for Education. (2023). Early Years Framework: Development Matters.
Design and Technology Association. (2016). Design and Technology Programme of Study – Key messages, advice and explanatory notes for schools. Wellesbourne: DATA.
Gomersall, S. (2023). Healthy Lifestyles Project: A practical food programme for primary schools. In G. S. Lalli et al. (Eds.), Food Futures in Education and Society. London: Routledge.
Ofsted. (2016). The Annual Report of Her Majesty's Chief Inspector of Education, Services and Skills 2015/16.
Pimley, G. (2014). Are we really teaching D&T? D&T Association.
The National Curriculum Expert Group for D&T. (2013). Characteristics of a genuine D&T experience within the school curriculum: Principles for guiding and evaluative practice.
Suggested Further Reading:
Benson, C., & Lawson, S. (2017). Teaching Design and Technology Creatively. London: Routledge.
Hope, G. (2018). Mastering Primary Design and Technology. London: Bloomsbury.
Ofsted. (2018). Obesity, healthy eating and physical activity in primary schools. A thematic review into what actions schools are taking to reduce childhood obesity.
Spielman, A. (2019). Speech at the V&A Museum Chief Inspector of Ofsted.
