Where next for d&t
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This document discusses the future of Design and Technology (D&T) education in the UK from 2012 to 2022. It addresses several key questions about how to strengthen and clarify the identity and messaging of D&T. These include placing more emphasis on design and research processes rather than making, encouraging risk-taking, highlighting the academic rigor of D&T, and linking it to other subjects and careers. The document also discusses curriculum guidelines being developed and the importance of sustainability as a theme for cross-curricular D&T projects.
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Where next for d&t
- 1. Future Innovators - D&T 2012 to 2022 Where next for D&T Paul Boyd
- 2. Background to Curriculum Changes Expert Panel Recommendations: Comparison Current NC Proposed NC Subject KS1 KS2 KS3 KS4 Subject KS1 KS2a KS2b KS3 KS4 English c English Maths M th o Maths r Science Science e PE F Subject KS1 KS2a KS2b KS3 KS4 Art o u Art Citizenship n Geography g p y d D&T a History Geography t MFL ? i History o Music M i n PE ICT MFL Subject S bj t KS1 KS2a KS2 KS2b KS3 KS4 Music B a Citizenship s ICT i D&T c The Arts April 2012 2
- 3. Background to Curriculum Changes Review - December announcement Published: Expert Panel report and recommendations Summary report on the Call for Evidence Evidence on curriculum breadth E id i l b dth Evidence on curriculum content in English, mathematic and science Extension of timetable by one year: Engaging with stakeholders on Expert Panel recommendations Full alignment of National Curriculum with GCSE reform More time to develop the National Curriculum for English, mathematics and science in the light of feedback New curriculum for all subjects published together in Autumn 2013 and first teaching from September 2014 6 April 2012 3
- 4. What is Design Technology? April 2012 4
- 5. What is Design Technology? Many areas of the curriculum usually come under the heading of Design Technology or are within the Design Technology Department. April 2012 4
- 6. What is Design Technology? Many areas of the curriculum usually come under the heading of Design Technology or are within the Design Technology Department. • Resistant Materials April 2012 4
- 7. What is Design Technology? Many areas of the curriculum usually come under the heading of Design Technology or are within the Design Technology Department. • Resistant Materials • Textiles April 2012 4
- 8. What is Design Technology? Many areas of the curriculum usually come under the heading of Design Technology or are within the Design Technology Department. • Resistant Materials • Textiles • Systems and Control April 2012 4
- 9. What is Design Technology? Many areas of the curriculum usually come under the heading of Design Technology or are within the Design Technology Department. • Resistant Materials • Textiles • Systems and Control • Food April 2012 4
- 10. What is Design Technology? Many areas of the curriculum usually come under the heading of Design Technology or are within the Design Technology Department. • Resistant Materials • Textiles • Systems and Control • Food • Electronics April 2012 4
- 11. What is Design Technology? Many areas of the curriculum usually come under the heading of Design Technology or are within the Design Technology Department. • Resistant Materials • Textiles • Systems and Control • Food • Electronics • Graphics April 2012 4
- 12. What is Design Technology? Many areas of the curriculum usually come under the heading of Design Technology or are within the Design Technology Department. • Resistant Materials • Textiles • Systems and Control • Food • Electronics • Graphics • Systems & Control April 2012 4
- 13. What is Design Technology? Many areas of the curriculum usually come under the heading of Design Technology or are within the Design Technology Department. • Resistant Materials • Textiles • Systems and Control • Food • Electronics • Graphics • Systems & Control • Engineering April 2012 4
- 14. What is Design Technology? Many areas of the curriculum usually come under the heading of Design Technology or are within the Design Technology Department. • Resistant Materials • Textiles • Systems and Control • Food • Electronics • Graphics • Systems & Control • Engineering • Construction April 2012 4
- 15. What is Design Technology? Many areas of the curriculum usually come under the heading of Design Technology or are within the Design Technology Department. • Resistant Materials • Textiles • Systems and Control • Food • Electronics • Graphics • Systems & Control • Engineering • Construction • Catering April 2012 4
- 16. What is Design Technology? Many areas of the curriculum usually come under the heading of Design Technology or are within the Design Technology Department. • Resistant Materials • Textiles • Systems and Control • Food • Electronics • Graphics • Systems & Control • Engineering • Construction • Catering • Automotive.............. April 2012 4
- 17. What is Design Technology? Many areas of the curriculum usually come under the heading of Design Technology or are within the Design Technology Department. • Resistant Materials • Textiles • Systems and Control • Food • Electronics • Graphics • Systems & Control • Engineering • Construction • Catering • Automotive.............. Do we have an identity crisis? April 2012 4
- 18. Key Questions April 2012 5
- 19. Key Questions • D&T could shift away from making. More value needs to be placed on the design (& research) process. April 2012 5
- 20. Key Questions • D&T could shift away from making. More value needs to be placed on the design (& research) process. April 2012 5
- 21. Key Questions • D&T could shift away from making. More value needs to be placed on the design (& research) process. • D&T should encourage risk taking. If the focus is on the process a ‘failed’ project can show a greater level of learning than a perfectly finished one that was done to an established plan. April 2012 5
- 22. Key Questions • D&T could shift away from making. More value needs to be placed on the design (& research) process. • D&T should encourage risk taking. If the focus is on the process a ‘failed’ project can show a greater level of learning than a perfectly finished one that was done to an established plan. April 2012 5
- 23. Key Questions • D&T could shift away from making. More value needs to be placed on the design (& research) process. • D&T should encourage risk taking. If the focus is on the process a ‘failed’ project can show a greater level of learning than a perfectly finished one that was done to an established plan. • D&T might highlight the academic. Strengthen curriculum links to other subjects, also focus on rigour in research methodologies. April 2012 5
- 24. Key Questions • D&T could shift away from making. More value needs to be placed on the design (& research) process. • D&T should encourage risk taking. If the focus is on the process a ‘failed’ project can show a greater level of learning than a perfectly finished one that was done to an established plan. • D&T might highlight the academic. Strengthen curriculum links to other subjects, also focus on rigour in research methodologies. April 2012 5
- 25. Key Questions • D&T could shift away from making. More value needs to be placed on the design (& research) process. • D&T should encourage risk taking. If the focus is on the process a ‘failed’ project can show a greater level of learning than a perfectly finished one that was done to an established plan. • D&T might highlight the academic. Strengthen curriculum links to other subjects, also focus on rigour in research methodologies. • Design is about people. The process of establishing need and truly understanding what’s required underpins everything. Include links to psychology. April 2012 5
- 26. Key Questions • D&T could shift away from making. More value needs to be placed on the design (& research) process. • D&T should encourage risk taking. If the focus is on the process a ‘failed’ project can show a greater level of learning than a perfectly finished one that was done to an established plan. • D&T might highlight the academic. Strengthen curriculum links to other subjects, also focus on rigour in research methodologies. • Design is about people. The process of establishing need and truly understanding what’s required underpins everything. Include links to psychology. April 2012 5
- 27. Key Questions • D&T could shift away from making. More value needs to be placed on the design (& research) process. • D&T should encourage risk taking. If the focus is on the process a ‘failed’ project can show a greater level of learning than a perfectly finished one that was done to an established plan. • D&T might highlight the academic. Strengthen curriculum links to other subjects, also focus on rigour in research methodologies. • Design is about people. The process of establishing need and truly understanding what’s required underpins everything. Include links to psychology. • The UK is unable to compete purely on cost. Innovation is required to secure our economic recovery April 2012 5
- 28. Key Questions April 2012 6
- 29. Key Questions • Currently Design & Technology education is widely misunderstood. Is our problem that we are pursuing too broad a view as a subject? April 2012 6
- 30. Key Questions • Currently Design & Technology education is widely misunderstood. Is our problem that we are pursuing too broad a view as a subject? April 2012 6
- 31. Key Questions • Currently Design & Technology education is widely misunderstood. Is our problem that we are pursuing too broad a view as a subject? • D&T needs a clear message and brand. To develop a brand we need to clearly articulate the subject’s values April 2012 6
- 32. Key Questions • Currently Design & Technology education is widely misunderstood. Is our problem that we are pursuing too broad a view as a subject? • D&T needs a clear message and brand. To develop a brand we need to clearly articulate the subject’s values April 2012 6
- 33. Key Questions • Currently Design & Technology education is widely misunderstood. Is our problem that we are pursuing too broad a view as a subject? • D&T needs a clear message and brand. To develop a brand we need to clearly articulate the subject’s values • Senior leaders in schools are a key audience to target. They need to be persuaded to maintain investment in D&T, whatever it’s official status. April 2012 6
- 34. Key Questions • Currently Design & Technology education is widely misunderstood. Is our problem that we are pursuing too broad a view as a subject? • D&T needs a clear message and brand. To develop a brand we need to clearly articulate the subject’s values • Senior leaders in schools are a key audience to target. They need to be persuaded to maintain investment in D&T, whatever it’s official status. April 2012 6
- 35. Key Questions • Currently Design & Technology education is widely misunderstood. Is our problem that we are pursuing too broad a view as a subject? • D&T needs a clear message and brand. To develop a brand we need to clearly articulate the subject’s values • Senior leaders in schools are a key audience to target. They need to be persuaded to maintain investment in D&T, whatever it’s official status. • Context is vital. Pupils and parents need to see how D&T links to careers and skills that will serve them in life April 2012 6
- 36. What next Positives • D&T remains the most popular non-statutory GCSE after English, maths and science • Product Design continues to increase in popularity and now accounts for 13% of the D&T entry Negatives Significant fall in D&T as an option over the last 6 years (5.8m to 5.1m) Significant fall in D&T results from 57% (2003) to 38% (2011) April 2012 7
- 37. Curriculum Design The Design Technology Association is currently looking at the creation of a curriculum guideline for schools. This will look at everything from assessment to possible projects and design briefs. Do we need consistency in D&T similar to that used at NTU: The subject of Design and Technology Education at NTU has four elements: April 2012 8
- 38. Curriculum Design The Design Technology Association is currently looking at the creation of a curriculum guideline for schools. This will look at everything from assessment to possible projects and design briefs. Do we need consistency in D&T similar to that used at NTU: The subject of Design and Technology Education at NTU has four elements: Mainly Designing April 2012 8
- 39. Curriculum Design The Design Technology Association is currently looking at the creation of a curriculum guideline for schools. This will look at everything from assessment to possible projects and design briefs. Do we need consistency in D&T similar to that used at NTU: The subject of Design and Technology Education at NTU has four elements: Mainly Designing Mainly Making April 2012 8
- 40. Curriculum Design The Design Technology Association is currently looking at the creation of a curriculum guideline for schools. This will look at everything from assessment to possible projects and design briefs. Do we need consistency in D&T similar to that used at NTU: The subject of Design and Technology Education at NTU has four elements: Mainly Designing Mainly Making Mainly Designing and Making April 2012 8
- 41. Curriculum Design The Design Technology Association is currently looking at the creation of a curriculum guideline for schools. This will look at everything from assessment to possible projects and design briefs. Do we need consistency in D&T similar to that used at NTU: The subject of Design and Technology Education at NTU has four elements: Mainly Designing Mainly Making Mainly Designing and Making Design and Technology in Education and Society April 2012 8
- 42. Curriculum Design The Design Technology Association is currently looking at the creation of a curriculum guideline for schools. This will look at everything from assessment to possible projects and design briefs. Do we need consistency in D&T similar to that used at NTU: The subject of Design and Technology Education at NTU has four elements: Mainly Designing Mainly Making Mainly Designing and Making Design and Technology in Education and Society The D&T association have existing plans along this lines already. Would this model allow for creativity and student development without having to be bogged down with constant repetition of the design Cycle for every project as is evident in many Schemes of Learning April 2012 8
- 43. Sustainability Nuffield STEM Futures | Nuffield Foundation Source: nuffieldfoundation.org Cross-curricular skills-based project work for 11-14-year-olds based on the theme of sustainability FREE • Films • Presentations • Animations • Pupil activities • Teacher notes • Professional development activities Pupils are challenged to rethink a sustainable future based on the principles of closed loop systems in nature. The project is a celebration of human ingenuity rather than a review of ecological collapse. Pupils explore problems through skills-based Science, Maths and D&T activities ... The Ellen MacArthur Foundation is an independent charity with the aim of inspiring a generation to re-think, re- design & build a positive future through the vision of a circular economy April 2012 9
Editor's Notes
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- One of our biggest issues is that this identity will change not only from school to school but also teacher to teacher. As we look to establish the last 20 years of development are we adopting content in order to survive the requirements of the socio economic circumstances of the area a school is in or is this down to individual skills that teachers may have or finally a dictate from senior managers looking for a best fit for the students based on what evidence?\n\n
- One of our biggest issues is that this identity will change not only from school to school but also teacher to teacher. As we look to establish the last 20 years of development are we adopting content in order to survive the requirements of the socio economic circumstances of the area a school is in or is this down to individual skills that teachers may have or finally a dictate from senior managers looking for a best fit for the students based on what evidence?\n\n
- One of our biggest issues is that this identity will change not only from school to school but also teacher to teacher. As we look to establish the last 20 years of development are we adopting content in order to survive the requirements of the socio economic circumstances of the area a school is in or is this down to individual skills that teachers may have or finally a dictate from senior managers looking for a best fit for the students based on what evidence?\n\n
- One of our biggest issues is that this identity will change not only from school to school but also teacher to teacher. As we look to establish the last 20 years of development are we adopting content in order to survive the requirements of the socio economic circumstances of the area a school is in or is this down to individual skills that teachers may have or finally a dictate from senior managers looking for a best fit for the students based on what evidence?\n\n
- One of our biggest issues is that this identity will change not only from school to school but also teacher to teacher. As we look to establish the last 20 years of development are we adopting content in order to survive the requirements of the socio economic circumstances of the area a school is in or is this down to individual skills that teachers may have or finally a dictate from senior managers looking for a best fit for the students based on what evidence?\n\n
- One of our biggest issues is that this identity will change not only from school to school but also teacher to teacher. As we look to establish the last 20 years of development are we adopting content in order to survive the requirements of the socio economic circumstances of the area a school is in or is this down to individual skills that teachers may have or finally a dictate from senior managers looking for a best fit for the students based on what evidence?\n\n
- One of our biggest issues is that this identity will change not only from school to school but also teacher to teacher. As we look to establish the last 20 years of development are we adopting content in order to survive the requirements of the socio economic circumstances of the area a school is in or is this down to individual skills that teachers may have or finally a dictate from senior managers looking for a best fit for the students based on what evidence?\n\n
- One of our biggest issues is that this identity will change not only from school to school but also teacher to teacher. As we look to establish the last 20 years of development are we adopting content in order to survive the requirements of the socio economic circumstances of the area a school is in or is this down to individual skills that teachers may have or finally a dictate from senior managers looking for a best fit for the students based on what evidence?\n\n
- One of our biggest issues is that this identity will change not only from school to school but also teacher to teacher. As we look to establish the last 20 years of development are we adopting content in order to survive the requirements of the socio economic circumstances of the area a school is in or is this down to individual skills that teachers may have or finally a dictate from senior managers looking for a best fit for the students based on what evidence?\n\n
- One of our biggest issues is that this identity will change not only from school to school but also teacher to teacher. As we look to establish the last 20 years of development are we adopting content in order to survive the requirements of the socio economic circumstances of the area a school is in or is this down to individual skills that teachers may have or finally a dictate from senior managers looking for a best fit for the students based on what evidence?\n\n
- One of our biggest issues is that this identity will change not only from school to school but also teacher to teacher. As we look to establish the last 20 years of development are we adopting content in order to survive the requirements of the socio economic circumstances of the area a school is in or is this down to individual skills that teachers may have or finally a dictate from senior managers looking for a best fit for the students based on what evidence?\n\n
- One of our biggest issues is that this identity will change not only from school to school but also teacher to teacher. As we look to establish the last 20 years of development are we adopting content in order to survive the requirements of the socio economic circumstances of the area a school is in or is this down to individual skills that teachers may have or finally a dictate from senior managers looking for a best fit for the students based on what evidence?\n\n
- One of our biggest issues is that this identity will change not only from school to school but also teacher to teacher. As we look to establish the last 20 years of development are we adopting content in order to survive the requirements of the socio economic circumstances of the area a school is in or is this down to individual skills that teachers may have or finally a dictate from senior managers looking for a best fit for the students based on what evidence?\n\n
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