“we believe in design & technology” what do you believe in? · forward to meet the challenges of the 21st century. For this reason we have developed a manifesto that sets out:

“we believe in design & technology”

what do you believe in?

The Design and Technology Association Manifesto for Design and Technology Education 2011

With the introduction of the National Curriculum in 1989 England and Wales were the first countries in the world to include Design and Technology (D&T) as a statutory subject for all pupils. With a history of just over 20 years a huge amount has been achieved in both primary and secondary schools.

The subject has now reached a critical, but exciting, point in its development. The National Curriculum in England is currently under review and we believe that D&T should remain a statutory entitlement for all pupils aged 5 to 14. We need to build on the hard work of teachers whilst ensuring practice moves forward to meet the challenges of the 21st century.

For this reason we have developed a manifesto that sets out:

• the unique contribution D&T makes to the education of all children andyoung people

• the crucial role D&T will play in securing the country’s future economicprosperity

• whywebelieveD&Tshouldremainastatutorysubject

• thechallengesfacingthesubjectnowandinthefuture

• howwecanaddressthesechallengestoensurethesubjectmeetstheneedsof pupils, schools and society in a rapidly changing technological world

Belief in the critical importance of design and technology education is shared by a wide range of eminent figures in schools, business and industry. Throughout themanifesto,andonourwebsite,youwillfindanextensivearrayofquotesindicating the strength of their support for the subject.

Read the manifesto and find out how you can get involved on page 45.

Please help to secure the future of D&T.

Richard Green Chief Executive The Design and Technology Association May 2011

3Design and Technology Association Manifesto for D&T Education 2011

d&t manifestod&t believers

“the teaching of quality design and technology in our schools is a vital requirement for the country’s future in the 21st century.”

“design and technology is about making things that work well. creating these things is hugely exciting: it is an inventive fun activity.”

“for some reason britons look down their noses at people who make things. they push intelligent people into the professions and into the media. making things, however, should be an intelligent activity.”

SiR JAMES DySon Industrial designer, inventor and founder of Dyson Patron of the Design and Technology Association

“i believe!”

why does d&t need a manifesto?

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4 Design and Technology Association Manifesto for D&T Education 2011

d&t believers

“it is fun and creative.” sunny, year 4

“you get a chance to do something that you really want to make.” benjamin, year 4

“you can make your own design.” grace, year 2

“if you want to be an engineer when you grow up it gives you an idea of what you will have to do.” william, year 4

• looktothefutureandarecreativeandinnovative

• designandmakeproductsandservices,usingavarietyofmaterials,thatworkwellandlookgood

• makedesigndecisionsthatmattertotheusersoftheproductsandservicesandtothewiderworld

• drawonawiderangeofknowledgetosolveproblemsinrelevant,reallifecontexts

• developanenterprisingattitudeandtakerisks

• seeopportunitiesandmakethingshappen

• enjoy,valueandaremotivatedbythesubject

design and technology education is unique because children and young people:

But, at a time when this country desperately needs young people with the skills and knowledge that Design and Technology develops, there is a serious danger that D&T will no longer be part of the National Curriculum.

The review that is currently taking place is looking to slim down the existing National Curriculum and will result in recommendations at the end of 2011 about which subjects will make up the new National Curriculum. Some secondary schools are already responding to the proposals for an English Baccalaureate by removing D&T from KS4 options and reducing curriculum time in KS3.

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• engineering

• manufacturing

• foodscience

• materialsscience

• productdesign

• graphicdesign

• fashiondesign/technicaltextiles

• architecture

• construction

• interiordesign

• computeraideddesign

• gamesdesign

• projectmanagement

• hospitalityandcatering

• designandcrafts

• newenterpriseandentrepreneurship

design and technology leads to careers in...

“we are only going to raise the living standards of families if we have an economy that can compete in the modern age. so this is our plan for growth. we want the words: ‘made in britain’ ‘created in britain’ ‘designed in britain’ ‘invented in britain’ to drive our nation forward. a britain carried aloft by the march of the makers.that is how we will create jobs and support families.”

georgeosborne Chancellor, Budget Speech March 2011

d&t manifesto


“The motor industry heavily invests in its employees and we need a skills policy which can support the future growth potential of theindustry,buildexpertiseandstrengthencompetitiveness.d&taspartofthecurriculum,bringingstemsubjectstolife,isanessentialpart of this policy.”

pauleveritt Chief Executive, Society of Motor Manufacturers and Traders

d&t believers


“d&t education is an essential part of a school’s curriculum, not just as preparation for a career, or further education in the creative industries, but for its wider educational benefits.”

dickpowell Product designer and co-founder of Seymourpowell

“i believe!”

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design and technology should stay as a statutory subject

The Design and Technology Association, as the professional organisation representing all those involved in D&T education, believes that D&T is at a critical point. We believe D&T has to remain as a statutory subject.

Only then can we be certain that all pupils, from 5 to 14, will continue to learn and use the knowledge and skills that are not only essential for everyone growing up, living and working in our advanced technological society but are also imperative for enthusing and inspiring those young people who will go on to become the designers, engineers and technologists who will help solve the problems of today and create the world of tomorrow.

wearenotaloneinthisbelief–businessandindustrybelieveitaswellandthatiswhytheysupport this manifesto. “design means real skills

for the real world to secure britain’s future.”deyansudjicobe Director, Design Museum

“our economy is facing shortages of science, technology, engineering and maths skills, and to secure growth in high-value sectors we need more young people with practical d&t skills. the design and technology students of today are the engineers and technicians of tomorrow.”

helenalexander President, CBI

“i believe!”


d&t believers

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Change in design and technology is continuous. In fact, since the election of the coalition Government in May 2010, we know the subject faces more challenges, including:

• curriculumreviewsinbothprimaryandsecondaryeducation

• theintroductionoftheenglishbaccalaureate

• changestovocationaleducationrecommendedinthewolfreport

• theintroductionofacademies,universitytechnicalcolleges(utcs)andfreeschools

• changestotestingandexaminations

• changesininitialteachertraining

• reducedfundingformanyschools

• thelossofgovernmentfundedsupportagenciesandlocalauthoritysupportnetworks

• ensuringthed&tcurriculumisfitforthe21stcentury

what are the challenges facing design and technology education?

“As we enter the second decadeofthe21stcentury,industrialised economies will increasinglybedifferentiatedbythetechnologytheydevelop,buttheywillalsobecomeincreasingly dependent upon newtechnologiesorbeleftbehind.ournationsimplyhasnochoice–wemusthaveincreasingnumbersofyoungpeople educated in Design and technology–itisabsolutelyfundamental.”

harryteecbe Chairman, Dialight plc and former Chairman of the Electronics Leadership Council


d&t believers

“many young people in school today will not retire until 2070. it is our duty to give them the best possible education and prepare them for an uncertain future. design and technology supports the developing of key cross-disciplinary skills and systems thinking. it provides a unique platform within which to inspire young people to re-think, re-design and build a positive future.”

dameellenmacarthur Record-breaking sailor and founder of the Ellen MacArthur Foundation

“i believe!”

Design and Technology can meet these challenges. As Ofsted says:

“design and technology has to be an essential part of every pupil’s learning experience. the subject encourages creativity and contributes to the personal development of students of all ages.”Education for a technologically advanced nation: Design and Technology in schools 2004/7; Ofsted, 2008.

In order to meet these challenges the D&T subject community has to:

• haveaclearvisionofwhatconstitutes21stcentury D&T

• beabletomakethatvisionarealitybydeveloping and teaching a modern, motivating curriculum

This manifesto starts that process. It sets out the DesignandTechnologyAssociation’sviewsandidentifies the issues that we believe have to be addressed. But most importantly it asks you to get involved to help ensure that the United Kingdom remains a world leader in design and technology education.

how do we meet these challenges?

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background

Design and Technology is now an established element of the curriculum in primary schools. Althoughitwasa‘new’subjectwhentheNationalCurriculum was introduced in 1989, over the last 20 years it has gained a valued place in young children’slearning.Itisoneofthemostpopularsubjects with children and many teachers have come to see that it has tremendous power as a way of bringing learning to life.

Primary teachers have worked hard to implement the subject and there have been considerable improvementsinchildren’sachievement.Inthe2007-2010Ofstedreport,children’sachievementin design and technology was good or outstanding in three fifths of the schools visited and in none of them was it less than satisfactory. By comparison, a decade ago achievement in three quartersofschoolswasjudgedtobesatisfactory,unsatisfactory or poor. It is a tribute to the tenacity and resourcefulness of primary teachers that these improvements have been secured, often with very limited training opportunities. There has been relatively little money invested in the development of D&T and no national programme of improvement. So why this success?

• Practicalworkhasalong-standingtraditioninprimary schools. Many teachers and parents recognise the importance of D&T in developing thebroadspectrumofchildren’sabilities

primary design and technology

“i consider d&t to be unique in the school curriculum. the level of practical project work d&t offers is rarely seen in other popular subjects. i see this as helping to build invaluable ‘employability skills’, such as problem solving, communication and presentational skills.”

katebellingham Engineer, TV presenter and president of Young Engineers

“i believe!”

“i think D&T motivates primary school children becausetheyreallyenjoyalld&tactivities.whentheyseed&tonthevisualtimetableatthebeginningofthedaytheyarealwaysexcitedandaskwhatactivitytheywillbedoing.theylearnmorebytacklingd&tprojectsinlargeblocksoftime such as whole day activities.”

bridgethemmings Headteacher, Otterhampton Primary School

• Manychildrenwhostrugglewithmoreformalmethods of teaching excel in situations where they have to think for themselves and bring about practical solutions to real problems. This can be a huge boost to their confidence affecting their whole attitude to school learning

• D&Tprovidesanaturalopportunityforchildrento put into practice and improve basic skills in English and maths, a priority for teachers of young children


d&t believers

“british designers are celebrated all over the world for their creativity and innovation but the real strength of our industry has, and always will, lie in education. i have always believed that intelligent design is of fundamental importance, not only to the economy but to the quality of everyday life for ordinary people.”

sirterenceconran Designer and founder of Habitat and Conran

“i believe!”

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• PrimaryD&Thasattractedthesupportofanenthusiastic and dedicated group of teachers, advisers, consultants and teacher trainers who are passionate about the value of D&T for children and for the longer term future of our society and economy. This subject community has contributed to the development of materials which have had a big impact in schools, for example the QCA scheme of work and D&T Association Helpsheets

• Whereprimaryteachershavebeengivensupport to develop their own understanding of D&T, they have gone on to achieve impressive workwiththeirchildren.AccordingtoOfsted’s2009 report Improving primary teachers’ subject knowledge across the curriculum: A summary of evidence from subject surveys 2007-8, (excluding English and mathematics), D&T is in the top three primary school subjects for good and outstanding teaching

• Meeting Technological Challenges – design and technology in schools 2007-10, Ofsted, March 2011, found that teaching in design and technology was good or outstanding in 72% of the (primary) schools visited and in none of them was it less than satisfactory. A decade ago over half the teaching was deemed to be satisfactory, unsatisfactory or poor

why primary design and technology is important

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teaching in design and technology was good or outstanding in 72% of the (primary) schools visited...


d&t believers

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issues

• QualitylearninginD&Trequiresadequatecurriculum time and support so that children can explore, investigate, design, make and learn at a deep rather than superficial level

• ThequalityofD&Tinprimaryschoolsisinconsistent. Many children still do not have access to a high standard of education in this important element of a 21st century curriculum

• ManyprimaryschoolsdotheirbestinD&Twithalimited budget for practical resources

• TheamountoftimegiventoD&Tininitialteacher education has been continually eroded over recent years. This has been coupled with a lack of opportunity for Continuing Professional Development (CPD) and specialist advice for teachers at a local level. Good subject knowledgeisanessentialprerequisiteforgoodteaching(TheAnnualReportofHerMajesty’sChiefInspectorofEducation,Children’sServicesand Skills 2008/09. Teaching and learning – measuring up against world-class education systems, Ofsted, 2009)


“design and technology provides pupils with unique opportunities to learn and apply creative, practical and thinking skills to real, everyday problems. these are vital developmental experiences for everyone, supporting better choice making by individuals – as citizens, entrepreneurs and decision makers.”

waynehemingwaymbe Designer and co-founder of Red or Dead and Hemingway Design

“i believe!”

“toseetheimportanceoftheenjoymentanddiscoveryinmakingthings,andwhatchildrenlearnintheprocess,youonlyhavetotakealookat primary children in a design and technology lesson.”

susanscurlock Chief Executive, Primary Engineer

many children still do not have access to a high standard of education in this important element of a 21st century curriculum.

webelievethat:

• allourchildrenhavearighttoexperienceabroad, balanced curriculum in their primary school years which includes D&T as an essential component

• designingandmakingisapowerfulwayoflearning and it should be given the same status as other ways of learning in the primary school

• throughdesigningandmakingactivitieschildrendevelop vital life skills such as how to think through problems creatively, how to organise themselves and how to work with tools and materials.Itequipsthemtobringaboutchangeand to shape the environment of the future

• wehavearesponsibilityaseducatorstohelpchildren understand the designed and made world in which we live. They need to be able to take action and to make informed decisions both as children now and as responsible members of society in the future

• primaryteachersshouldhaveaccesstoquality-assured training and resources to teach this important subject effectively. For consumable items and up-to-date technologies we recommend at least £5.00 per pupil per year



d&t believers

“design and technology in schools is vital for the uk economy. it is a unique subject in which the learner must be analytical, evaluative, entrepreneurial, technical, scientific, artistic, physically fit, philosophical, emotionally intelligent, mathematical and reflective.”

ilsaparry Designer and founder of REthinkthings

“i believe!”

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all our children have a right to experience a broad, balanced curriculum in their primary school years which includes d&t as an essential component.


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background

Whenyoulookatthesecondaryschool’slistofsubjects not much has changed on the timetable in 100 years – with one major exception: design and technology.

Askpupilswhattheygetexcitedaboutandthey’lltell you about the projects that they are designing and making. It is no surprise that pupils do not truant from D&T and it is the most popular optional subject at GCSE with nearly 300,000 pupils studying it each year.

Every year the Patent Office receives applications for patents to cover designs developed and manufactured by students studying D&T.

secondary design and technology

“the subject of design and technology, for many talented young people, is the spark that ignites a life-long passion for innovation. siemens is a pioneering company focused on answering the world’s important challenges. we need to inspire a new generation of engineers that can help us to continue our tradition of innovation.”

AnDREAS J GoSS Chief Executive, Siemens plc

“i believe!”

“thefreedomwithinthesubjectmakesitmuchmoreaccessiblethanmanyandpromotesindependentlearning.comparedtoothersubjectswhereyouaremainlyspoon-fedinformationandskills,designandtechnologyismorehands-on.itisveryrewardingwatchingyour product evolve and form throughout the courseoftheproject.”

secondaryyear12student

• makesbetterandmoreeffectiveuseofICTthanany other subject, including the use of 3D CAD software, where we lead the world

• providesuniqueopportunitiestoenableyoung people to analyse products and their impact on society and raises awareness and understanding of the technological issues which face citizens today when making decisions about issues ranging from nuclear power to biotechnology

• givespupilsconfidencetolive,workandcontribute in a technological world and developsyoungpeople’ssensitivitytohumanand environmental concerns, both locally and globally

• offersopportunitiesforyoungpeopletodevelop as thinkers, planners, inventors and communicators – all essential to our future

Secondary Design and Technology:

• seekstodevelopaculturewhichcreditsthosewho design and make products and show enterprise and ingenuity in their work

• drawsonknowledgeandunderstandingfromacross the curriculum, but particularly maths andscience,andrequirespupilstoapplythisinpractical ways

• istheonlysubjectwherepupilsundertakepractical work in electronics, systems and control – providing awareness of vital engineering and electronics industries and careers


design and technology gives pupils the confidence to live, work and contribute in a technological world...

“d&t is a crucial bedrock to a nation that once led the world in manufacturing and now treats it with a childish belief that the future is all about service and intellectual property. people who do not understand the making of things or the design of things to make them fit for purpose will rarely invent marvellous things. we stand on the threshold of a new industrial revolution shaped by our need to build a sustainable future based on evolving new resource efficient technologies and developing low carbon energy supplies. in short, reshaping the logistics and consumption habits of a century of plenty (the 20th) to one of increasing leanness (the 21st).to say d&t is important for our future is like saying that breathing is useful!”TiM SMiT Chief Executive and co-founder of the Eden Project

“i believe!”


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issues

• IntoomanyschoolsKS3‘rotational’coursesmake continuity and progression very difficult to achieve. The KS3 curriculum needs to be flexible enough to adapt to coming changes and to be able to prepare pupils to make informed option choices at 14+

• ThequalityofD&Tinsecondaryschoolsisinconsistent. In the best it is world-class, but in too many pupils do not receive a D&T education that is fit for the 21st century

• Over80%ofentrantsnowenterD&Tteachingvia a one-year ITT route. This is insufficient time to ensure that all gain the breadth and depth ofknowledgeandskillsrequiredtochallengepupils to meet aspirational standards in designing and making

• ManysecondaryschoolD&Tdepartmentsreceive insufficient funding to ensure pupils receive a modern, engaging and relevant D&T experience


the quality of d&t in secondary schools is inconsistent. in the best it is world-class, but in too many pupils do not receive a d&t education that is fit for the 21st century.

“our economy depends on innovation and the creation of unique ideas. however, too often in school, kids have to give the same ‘right’ answers in order to succeed. you have to think laterally and explore the question, ‘what happens if...?’ in order to innovate. design and technology education is essential to encourage creative thinking and give young minds the confidence to go their own way.”mandyhaberman Inventor and entrepreneur

“i believe!”

“designandtechnologydevelopsabroadrangeofskills,includingproblemsolving,creativity,independentlearning,innovation,presentationandmakingskillswhichareexcellentpreparationfor a wide range of future careers and higher education courses.

thesubjectisuniqueintermsofthe expectationsmadeofstudents;thechallengesthey face in resolving conflicting demands andcreatingeffectiveworkablesolutions.thispracticalcreativityhaslongbeenastrengthof this country and it is essential for our future success to continue developing these skills in our young learners.”

davidanderson Headteacher, Queen Elizabeth’s Grammar School, Faversham

webelievethat:

• D&Tshouldbeanessentialsubjectinthesecondary curriculum of all pupils

• KS3D&Tshouldpreparepupilstomakeinformed choices about possible professional, technical and craft -related careers

• wherepossible,schoolsshouldlooktomoveaway from rotational courses in KS3

• theKS3D&Tcurriculumshouldprovidepupilswith a flexible mix of activities including: mainly designing, mainly making, designing and making, and technology in society

• newtechnologies,includingelectronics,systemsand control and CAD/CAM, should be a key part of the KS3 curriculum

• ITTshouldbethestartofanongoingprogrammeof support and subject-specific CPD to which all D&T teachers have an entitlement


new technologies, including electronics, systems and control and cad/cam, should be a key part of the ks3 curriculum.

“i think design and technology is a very useful subject for the school curriculum. it develops the creative talents of students in a highly practical way. the uk leads the world in product design and needs a healthy supply of apprentices/students coming through to keep ahead of the game.”

jamesaverdieck Inventor and entrepreneur and founder of Gü Chocolate Puds

“i believe!”

“asachildiwastornbetweenartand Engineering. D&T was the mid ground and gave metheopportunitytoapplyboththescientificsideandtheartistic.ibelievethatdesignandtechnologyistheonlysubjecttotrulytestandenhancethecoreskillsofteamwork,delegation,projectmanagement,timemanagementand idea generation. All of these skills are very difficulttomeasurebutarekeytoalmosteveryrole in employment.”

josephshaffery BEng, Product Design and Manufacture, Loughborough University. Part-owner W4Di websites for the design industry


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webelievethat:

• teachersneednewprojectideas,aswellas training, to keep them up-to-date with technological changes and so they can reflect the latest, cutting edge thinking in their teaching

• thereneedstobeanincreasedrecognitionofthe contribution of D&T in the STEM agenda, and that this should be matched by dedicated training for teachers with science and maths colleagues in order that the subjects may work more closely together

• GCSEandAlevelexaminationsshouldencourage and reward creativity and innovation

• thereneedstobeabetterawarenessandunderstanding of the value of all KS4 and post-16 examination courses involving D&T and the progression routes from them

• schoolsshouldfundD&Ttoensureallpupilshave access to appropriate materials, tools and equipmenttodesignandmakehighqualityproducts. We recommend at least £13.50 per pupil per year


schools should fund d&t to ensure all pupils have access to appropriate materials, tools and equipment to design and make high quality products.

“as design is everywhere within our society, and influences every aspect of our lives, i believe it is important to understand and learn about it. being such a wide discipline, every project is varied and combines with knowledge from science, maths and ict, making it challenging and extremely enjoyable.”


“ibelieveind&teducationbecauseitprovidesstudents with opportunities to develop precisely those skills which employers are crying out for throughasubjectwhichisrelevant,practical,rigorous and highly motivating. Students have opportunitiestoapproachgenuineproblemsand challenges in a creative and innovative way developingtheircommunication,numeracyandictskillstohighlevelwhicharenotnecessarilyavailableinmanyothersubjects.itisabsolutelyessential that D&T remains at the heart of the secondarycurriculumavailabletoall.itmustnotbemarginalisedbyenglishbaccalaureatedevelopments or an unhelpful separation of so called ‘vocational’ and ‘academic’ learning.”

brianlightman General Secretary, Association of School and College Leaders (ASCL)


d&t believers

background

Design and Technology attracts teachers from a wide variety of backgrounds. Many have valuable industrial experience, ranging from engineering, through fashion design, to food technology. However, they all have one thing in common, which is the experience and inspiration to improve our qualityoflifeandthedesignedworldinwhichwelive. They are practical, problem solving, creative, flexible and challenging individuals who pass on their skills, knowledge, values and inspiration through engaging their pupils in D&T activity.

D&T teachers help pupils to make sense of, and give relevance to, learning that takes place elsewhere in the curriculum, drawing on wider skills and knowledge and providing the opportunity to apply it first hand to solving real life problems.

secondary workforce

d&t teachers help pupils to make sense of, and give relevance to, learning that takes place elsewhere in the curriculum.

“our future economic growth will be driven by the ability of our young people to design and manufacture innovative products which excite the global customer.”

professorlordbhattacharyyakbcbe Director and founder of WMG (Warwick Manufacturing Group), The University of Warwick

“i believe!”

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issues

• ThepredominantrouteintoteachingD&T,through a postgraduate certificate of education course usually completed within nine months, provides very little opportunity to develop a wide range of subject knowledge to enable teachers to support and develop pupils

• Thesubjecthasanageingteachingpopulation:27% of teachers are over 50 years of age, are predominantly craft trained and on retirement will take with them the manufacturing knowledge that new entrants have yet to acquire.Newentrantstotheprofessionneednot only these traditional making skills, but also ‘hightech’skillsthatreflectmanufacturinginthe 21st century

• Thenumberofteacherswhohavereceivedtraining and feel confident to teach systems and control/electronics is so low that many pupils have limited opportunity to develop these skills. This impacts on the extent to which ‘high-tech’canbebuiltintoproductschildrendesignand make

• Modernmeansofdesigningandmanufactureusing CAD/CAM technology are available in most schools but too few teachers have had significant training to enable their full potential to be achieved in school

• Theunrelentingdevelopmentoftheknowledgeand skill base that underpins D&T activity is more rapid than that in any other subject area. As new technologies, processes and materials become available, teachers need CPD to ensure they remain up-to-date to be able to teach a curriculum that reflects the needs of learners, industry and society today

• Aspupilsmakemoreuseofindustrial qualitytechnologywhendesigningand making, increased demands are put on the teacher. Design and technology is predominantly practical and, in a similar way toscience,requiresspecialistsupportwithqualifiedtechniciansandteachingassistantsworking alongside teachers

“the amount of freedom in the subject is refreshing as it allows you to work at your own pace but also promotes independent learning. we are learning transferable skills that can be directly applied to industry.”


secondary workforce

the unrelenting development of the knowledge and skill base that underpins d&t activity is more rapid than that in any other subject area.

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webelievethatthed&teducationworkforceshould:

• havearighttofourdayseveryyearofhigh-quality,subjectspecificCPDtoensurethey can provide a modern and relevant experience for pupils

• haveaccesstoaquality-assuredprogrammeofCPD that builds on ITT

• beabletoaccesslocalandregionalsupportcentres that are involved with cutting-edge curriculum development involving new technologies

• bepartoflocalandnationalprofessionalnetworks provided through the Design and Technology Association

• participateincurriculumconsultationsandsurveys designed to inform the development and implementation of D&T

• contributetothedevelopmentofcurriculummaterials and their exchange

• ineveryschool,includesuitablyqualifiedand experienced technicians and teaching assistants to support practical specialist activity

secondary workforce

“if you make things you need to understand ideas, materials, markets, skills... and when you make things you restore that essential practical and moral connection between effort and reward... it does not matter whether you call it engineering, technology, design, craft or possibly even art...”

stephenbayley Design critic and former Chief Executive of the Design Museum, London

“i believe!”

“ihavealwaysbeenbothcreativelyandtechnicallymindedandforme,designandtechnologywasthesubjectwhereicouldapplymymoretechnicalinterests in maths and physics in a creative and innovativeway.ibelievethattheonlywaytofullytestandexploreanideaistophysicallyengagewithbuilding,makingandcraftingmaterials.throughthisprocess,notonlycanthoughtsbeexpressed,butnewquestionsandchallengesarisewhichpushtheboundariesofdesignandinnovation to new heights. Design and Technology facilitatesthisexpressionanditsvalue,therefore,cannotbeunderestimated.”

nicholafinch BArch (Hons) University of Nottingham. Final year Diploma in Architecture student, University of Nottingham


d&t believers

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The D&T Association has a strong working relationship with universities engaged with research into design and technology education and a strong and long lasting commitment to identifying and developing the research base on which the subject must be founded.

This includes:

• theAssociation’sonlinepublication,Design and Technology Education: An International Journal, which is accessed by teachers and scholars across the world

• theAssociation’swebsite,whichprovidesresources to support beginning researchers and enables them to share their work

• theAnnualSurveyofProvision,whichisusedtocollect a wide range of data regarding the use and application of resources, CPD needs etc, essential for those wishing to compare their own provision

• theonlineresearchhubwww.dater.org.uk, which brings together a fully searchable collection of over 1500 research papers dating back to the 1960s and is used extensively by experienced and beginning teachers alike

• theAnnualInternationalResearchconference,which provides a platform to disseminate research and develop both the UK and international research agenda

research

the d&t association has a strong working relationship with universities engaged with research into design and technology education.

“in a world where complex challenges require innovative systemic solutions, education that includes design and technology prepares students to participate, contribute and create impact in any industry. teaching the principles of design and technology creates academic environments that are optimistic, empathic and enabling and allow students to prototype, build and collaborate.”

ingridbaron Managing Director, IDEO London

“i believe!”

issues

To ensure that the D&T Association is able to identify and address key issues from an informed position it is important to develop a research agenda that:

• informscurriculumdevelopment,pedagogyandthe generation of resources

• increasestheoverallunderstandingofD&Tteaching and learning issues

• involvesandsupportsteacherpractitionersinundertaking action based research


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webelievein:

• supportingandencouragingpractitionerledaction research

• maintainingandpublishingaresearchagenda,highlighting areas needing development and informing the research community

• ensuring,throughresearch,thatthecurriculumis informed by the needs of learners, society and employers

• developingpedagogyappropriatetotheneedsof a 21st century curriculum and conducting research to establish the most effective methods of teaching and learning

• providingopenaccesstoD&TresearchthroughtheAssociation’sresearchhub

• developingtheinternationaldimensionandincreasing the awareness of developments in design and technological activity abroad

• disseminatingtheoutcomesofresearchtoawide community extending beyond the D&T teaching profession

research

we believe in developing the international dimension and increasing the awareness of developments in design and technological activity abroad.

“d&tisaboutapplyingthemathsandphysicstoreal-lifesituations.weliveinatechnologicalage. Developing the skills to challenge the norm andre-inventwillkeeptheukinternationallycompetitive.d&tisvitalinfindingthedesignengineersofthefuture.withoutit,iwouldn’tbewhere i am today.”

robhinchliffe Dyson Research Engineer

“the uk has a proud tradition in engineering and manufacturing and if we are to ensure a bright future we will need more engineers. design and technology, one of the most popular subjects among 12-16 years olds, combined with other relevant subjects, can provide just the right background for the engineers of tomorrow.”

pauljackson Chief Executive, Engineering UK

“i believe!”

“Design and Technology must remain an integral partofthenationalcurriculum.itisthroughthissubjectthatchildrenareabletoexperiencetheincrediblefeelingofachievementfromdesigningand manufacturing something that can make arealdifference–totheirownlifeormaybethe lives of millions at some future time. The resurgenceofmanufacturingbotheconomicallyand politically demands that Design and technologyisgiventhepriorityitrequireswithinour schools and our education system as a whole.”

AnDREA RoDnEy Director, Hone-All Precision Ltd.


d&t believers

43www.data.org.uk

d&t manifesto

“for over 25 years, the royal academy of engineering has promoted hands-on activities in schools as a way of engaging young people with the engineering that surrounds them every day. d&t teachers the length and breadth of britain have provided the backbone for this work, giving generations of young people their first excitement of making things that actually work.”

philipgreenishcbe Chief Executive, The Royal Academy of Engineering

“i believe!”

This manifesto is the starting point of a campaign, led by the Design and Technology Association, which aims to:

• developandarticulateaclearvisionford&tasitfacesthechallengesposedbychangestotheeducationsystem

• informandengageteachers,seniorleaders,governors,parents,government,governmentagenciesandbusinessandindustryinaprofessionaldialogueabouttheroleofd&teducationina21st centurycurriculum

what do you believe in?


d&t manifesto

45www.data.org.uk

d&t believers

To meet the aims of the campaign we need your involvement. The more people who get involved the more powerful the message will be – so encourage your colleagues and friends to take part as well.

The issues and priorities will change over the coming months as the curriculum reviews take place, undergo public consultation and report back. Please visit www.data.org.uk to keep up to date with the latest developments.

You can get involved by:

Everyone

• signuptothemanifestoat www.data.org.uk/manifesto

• takepartinconsultations–theviewsofeveryone, including teachers, parents, business and industry will all be vital

• contactyourlocalmediawithgoodnewsstoriesabout D&T in your school

• contactyourlocalMPandinvitethemtoyourschool to see D&T in practice

• ensureyourseniorleadershipteamisaware of the good D&T work happening in your class or department

• makelinkswiththeD&Texpertiseinyourlocal community, eg designers, crafts people, engineers

• promotethesubjectthroughNationalD&TWeek

• holdaparents’eveningtoexplainthesubjectand to promote D&T

what can you do to demonstrate your belief in d&t?

• tellushowyouagreeordisagreewithwhatwebelieve in by joining us on Facebook or email us at [email protected]

• letusknowhowyouhavepromotedthesubjectsuccessfully

• applyfortheDesignMark www.thedesignmark.org

• jointheD&TAssociation

Primary

• runawholeschoolD&Tproject

• putupadisplayofD&Tworkinyourschool’sentrance hall

• runawholeschoolD&T-focussedassembly

• arrangeaD&T-relatedvisit

Secondary

• ensureyourKS3curriculumreflects21stcentury D&T

• reviewyourKS3curriculumtoensureitisrelevant, modern, engaging and motivating

• meetwithyourdepartmenttodiscussandrespond to the manifesto

• findoutaboutD&Tinyourlocalpartnerprimaryschools

ifyoubelieveindesignandtechnologypleaseactnowtosecurethefutureofthesubject.

“a unique opportunity that design and technology offers students, which other subjects do not directly, is that you learn skills that are used within industry and design companies. the responsibility of having a business client is something that most other subjects do not offer.”



d&t manifesto

The Design and Technology Association is the recognised professional organisation representing all those involved in D&T education and its associated subject areas. The Association is governed by a Council of Management, elected by the members.

We are an educational charity and a company limited by guarantee. The Association is financed through membership fees, support from charitable foundations, industrial sponsorships and income generated through project management, publications, courses, conferences and consultancy.

our mission: to inspire, develop and support excellence in design and technology education for all.

what we do

developing a curriculum which engages young people in designing and making in order to create quality products and prepare them for citizenship in a technological society.

• developingacurriculumwhichengagesyoungpeopleindesigningandmakinginordertocreatequalityproductsandpreparethemforcitizenship in a technological society

• engagingyoungpeopleininvestigatingandevaluatingproductsandtheir applications and through looking at the associated values

• enhancingthequalityofteachingandlearningind&t

• developingpositivelinkswithothercurriculumareas,especiallyscience,mathematicsandartanddesign

• workingwithindustryandcommercetoensurethatthebenefitsofsuchexperiencespermeatethecurriculumatalllevels

• influencingsocietyaroundusandbringingincreasedrecognitionofthose involved in designing and making

with a commitment to inspiring, developing and supporting excellence in design and technology education for all, the association aims to achieve this by:

48 DATA Manifesto for Design & Technology Education 2011

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The Design and Technology Association 16 Wellesbourne House Walton Road Wellesbourne Warwickshire CV35 9JB

t +44 (0)1789 470007 f +44 (0)1789 841955 e [email protected] w www.data.org.uk

Published by the Design and Technology Association © The Design and Technology Association Designed by Mustard: www.mustardhot.com Printed by the Windrush Group

Documents

“we believe in design & technology” what do you believe in? · forward to meet the challenges of the 21st century. For this reason we have developed a manifesto that sets out: