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.

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