EjSBS - The European Journal of Social & Behavioural Sciences

The European Journal of Social & Behavioural Sciences

Online ISSN: 2301-2218
European Publisher

Reviewing the Impact of the National Strategies Design and Technology Framework for Key Stage Three

Abstract

Since the beginning of Design and Technology (DT) in the English secondary school curriculum, the teaching of design has been identified as less effective than that of making. In 2004 as part of the National Strategies, the DT framework was launched, aiming to support the teaching of design skills. This small-scale study begins to explore the experiences of pupils and teachers in four schools in the Northwest of England. The study uses a mixed methods approach, gathering quantitative and qualitative data in a questionnaire with a convenience sample of school pupils. Responses are analysed alongside qualitative interviews with DT teachers from the schools. The findings indicate that many pupils had a clear understanding of the role and function of designing. However, some common assumptions of the nature of design activity centering on the act of sketching or drawing were evident. Whilst some progress has been made in the teaching of design, through the use of design activities introduced in the DT Framework, the support experienced by teachers was limited and were not sustained beyond the initial training. There are implications for initial teacher educators in supporting beginning teachers and balancing the tensions trainees experience whilst on placements in school.

Keywords: Designdesigningpedagogyteacher education design and technologyD&T

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This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

About this article

Published online: 30.04.2014
Pages: 128-142
Publisher: Cognitive-crcs
In: Volume 9, Issue 2
DOI: 10.15405/ejsbs.119
Online ISSN: 2301-2218
Article Type: Original Research
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