Design and Technology

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Design and Technology projects at Jordanhill School, Glasgow Design and techology class, practical outcomes.jpg
Design and Technology projects at Jordanhill School, Glasgow

Design and Technology (D&T) is a school subject taught in England to pupils in primary and secondary schools. It first appeared as a titled subject in the first National Curriculum for England in 1990. [1] It has undergone several reviews when the whole National Curriculum has been reviewed, the most recent in 2013. [1]

Contents

D&T is also taught in many countries around the world such as India, United States, Australia, New Zealand, Ireland, Malta, China, South Africa, France and Finland. [2]

As a school subject it involves students in designing in a practical context using a range or materials and media. It is also a university course in many countries, including Australia, Canada, the US, Singapore, South Africa, Netherlands and New Zealand, both for the preparation of teachers and for general education in areas such as industrial design. Some of the UK universities which deliver courses include: Brighton, Sheffield Hallam, Goldsmiths, University of London and Greenwich.

Design and Technology in England

Purpose and aims of D&T

The National Curriculum for England states that the purpose of D&T is:

"Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation." [3]

And there are four aims: "to ensure that all pupils:

  1. develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
  2. build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
  3. critique, evaluate and test their ideas and products and the work of others
  4. understand and apply the principles of nutrition and learn how to cook" [3]

Tthe second goal is known as "design and technology capability" and is the interaction of responding to a design and technology context whilst drawing on the resources of knowledge and experience, [4] where pupils develop “the power to produce change and improvement in the made world”. [5]

Design and Technology qualifications

GCSE D&T (2017 onwards)

Taught primarily to pupils in upper secondary school (years 10-11, aged 14-16) the GCSE [6] incorporates all material areas (with the exception of food which is now a separate GCSE [7] ). Similar to the previous GCSE, the new GCSE Specifications have two assessed components - an exam and a non-examined assessment (NEA) but with a 50:50 split of the marks.

A level

A and AS level examinations prepare students for individualised learning and problem solving, which is essential in business and industry. Time management is a key factor to candidates' success within the coursework elements of the qualification. The examinations are as rigorous as any other subject. Indeed, due to the complexity and variety of tasks and organisation skills required this examination and course is very demanding. The subject covers activities from control technology to aesthetic product design. Students have to use all types of computer software including computer-aided design and manufacture, spreadsheets and computer presentations. Outputs from such work are often sent to CNC machines for manufacture.

Previous qualification in D&T

With the first National Curriculum new GCSE qualifications were introduced for D&T in England, Wales and Northern Ireland. Unlike the National Curriculum the previous subject titles were retained (e.g. craft, design and technology (CDT) and home economics) and others added (e.g. electronics, food technology, textiles technology and systems and control). These GCSE specifications had two assessed components:

  • 50% of the final mark for coursework
  • 50% for an examination of general subject knowledge (materials, processes, techniques and sustainability etc.).

GCSE D&T titles that were offered included:

  • GCSE Design and Technology: Electronic Products
  • GCSE Design and Technology: Food Technology
  • GCSE Design and Technology: Graphic Products
  • GCSE Design and Technology: Resistant Materials
  • GCSE Design and Technology: Systems and Control
  • GCSE Design and Technology: Textiles Technology
  • GCSE Design and Technology: Product Design

International Baccalaureate in Design Technology

The IB Design Technology (DT) is an elective subject offered in many International Baccalaureate schools globally. Design is also offered in the IB Middle Years Programme (MYP) as a compulsory subject for grades 6–10, and at the Diploma Programme level (from grades 11-12). IB Design Technology is very similar in content to Design and Technology. It is one of the Group 4 sciences.

The primary focus of MYP Design is to give students an understanding of the design cycle, through a practical programme. The student will complete projects based on solving a real and authentic problem. Students document their progress as they follow the design cycle to come to a feasible solution. They create the solution and then evaluate it following thorough testing.

The Diploma Programme of Design Technology is a two-year introduction to designing, a range of fundamentals of technology, and global technological issues. It provides students with the knowledge to be able to design and make in school workshops, and also to develop an informed literacy about technology in general. Because it is an international curriculum it has a particular focus on global environmental issues. It covers core topics in human factors and ergonomics, resource management and sustainable production, modeling, raw materials to final production, innovation and design, classic design. It covers advanced higher level topics in user centered design, sustainability, innovation and markets, and commercial production. The diploma is accepted for university entrance in many countries, and is a good preparation for careers in areas such as engineering, architecture, product design, interior design, design and education.

Scotland

Technological education is part of the Scottish secondary school curriculum. Technological education is segregated into various subjects available at National 4, National 5, Higher and Advanced Higher

Standard Subject in Technical

Specialist Subjects within Technical

Awards

In the UK, the Arkwright Scholarships Trust awards two-year scholarships to students who are taking GCSE/Scottish Standard Grade in design & technology. The Arkwright Engineering Scholarships support students through their A levels/Scottish Highers and encourage them to study engineering or a related area of design at a top university or through a high-quality industrial apprenticeship.

See also

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References

  1. 1 2 Debates in design and technology education. Owen-Jackson, Gwyneth, 1956-. London. 2013. ISBN   9780415689045. OCLC   758394547.{{cite book}}: CS1 maint: location missing publisher (link) CS1 maint: others (link)
  2. ↑ International handbook of research and development in technology education. Jones, Alister., Vries, Marc J. de, 1958-, Buntting, Cathy M. Rotterdam: Sense Publishers. 2009. ISBN   9789087908775. OCLC   470685647.{{cite book}}: CS1 maint: others (link)
  3. 1 2 Department for Education (DfE) (2013). "National curriculum in England: design and technology programmes of study". Gov.uk. Retrieved 20 February 2024.{{cite web}}: CS1 maint: url-status (link)
  4. ↑ Black, Paul 1, Harrison, Geoffrey 2 (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 Technology. p. 5. ISBN   0904436330.{{cite book}}: CS1 maint: date and year (link) CS1 maint: multiple names: authors list (link) CS1 maint: numeric names: authors list (link)
  5. ↑ Kimbell, Richard; Stables, Kay (2008). Researching Design Learning: Issues and Findings from Two Decades of Research and Development. Science & technology education library. Dordrecht Berlin: Springer. p. 18. ISBN   978-1-4020-9054-7.
  6. ↑ "GCSE design and technology". Gov.uk. 4 November 2015. Retrieved 28 July 2018.
  7. ↑ "GCSE Food preparation and nutrition". Gov.uk. 20 February 2015. Retrieved 28 July 2018.
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