I'm Andy Mitchell from the Design and Technology Association.
One of the things I think we are most excited about with the new programme
of study, is that it redefines the very nature and purpose of what the
subject is about and indeed the purpose of studies is so important and needs
to be, together with the aims, read in conjunction with the
individual programmes of study.
It defines a subject and says why it's so valuable and defines the
contribution it plays to the new National Curriculum and
all children's learning.
The new programme of study provides one coherent document which is the first
time for quite a few years that Key Stage 1, 2 and 3
have been presented in the same document and adopting what we
are referring to as cumulative progression; What's learned in Key Stage 1
is built on in Key Stage 2 and then built on again in Key Stage 3.
The new programme of study provides a framework for schools to build
their own local curriculum and that's important.
It doesn't include everything - some things are missing
and we'd expect schools to put those in for themselves.
The Design and Technology Association is developing a whole range of
resources to support teachers in implementing, but first of all,
exploring what's meant by the new curriculum, unpacking it and then
tailoring it to meet the specific needs of their own local circumstances.
There are two specific resources that we've developed in the first instance
that will really help teachers unpack the programme of study
and help me interpret its true meaning. One is an annotated version
which explains terms in curriculum that are perhaps new, that weren't there before
and we believe that that freely downloadable document, which is also
being printed and made available to all our members, the annotated program of
study will actually answer many of the questions that they have.
It provides exemplification for what's meant by mathematical modelling for
instance, or iterative designing or the meaning of
user centered design or bio mimicry.
The second resource that we've developed is to do with the school curriculum
principles for Design and Technology (Key Stage 1 to 3) and these are six overarching
principles that should be, we believe, evident in all the Design and Technology
work that young people, children, pupils undertake. They are user, purpose,
functionality, decision-making, innovation and authenticity.
You can find details about these, they are explained in this resource,
again freely downloadable from the Design and Technology Association website
and questions against those and examples of good practice
across the three key stages of what evidence of those principles looks like,
in good quality Design and Technology.
One aspect that is emphasized in the new National Curriculum is the starting
point from which Design and Technology activity should arise
and that is the use of context. All too often design challenges
that children and young people get set, start with being given a brief
to work from. What this curriculum does is it even goes as far as to say
to young people - challenge that brief, is that actually the right brief.
But even further back than that is starting from context,
identifying a context where there are opportunities to improve the quality of
life or for Design and Technology to make a difference.
There are a range of contexts that are provided, as examples, to work from.
A different range for Key Stage 1, 2 and 3. They are only exemplars but we believe
they are good. They range from working with the familiar; at home, in school to
perhaps working in the less familiar; the local environment, the community, industry
and agriculture. It is these contexts that provide starting points.
By studying them we can identify opportunities for Design and Technology
activity and students, individually or working in groups, supported
by the teachers, can write their own briefs for designing and making activity.
We've actually been on the road talking to just under a thousand teachers
at our local branch meetings over the past three months and we are pleased to say that
the curriculum is being largely very well received.
It moves the subject on but it's through a process of
evolution not revolution.
What schools are doing already in some cases is good and can be built on.
It's not about throwing everything away and starting afresh.