Why Study Design and Technology?
ByThe reasons why we teach D&T are not set in stone, and the subject remains something of a maverick activity as its strengths can also be its weakness; the breadth of activities within the subject mean that opinions about why we teach D&T are wide ranging.
When offering suggestions about why the subject is on the curriculum, we also have to be mindful of what parts of the subject are unique, otherwise how can its place on an overcrowded curriculum be justified?
Ultimately justification has to be personal, and my belief is that the subject offers children a unique form of empowerment and learning. In D&T children (should) learn how to take action through working creatively and collaboratively. They engage in processes that challenge them in high-level thinking and decision making, considering values and emotions through rich and stimulating contexts.
Through these processes and actions they become autonomous, discerning and informed by learning through doing: learning in a ‘just in time’ approach rather than a ‘just in case’ approach. The skills they learn are empowering, diverse and appropriate to their action-taking, but it is essential that all pupils are aware of the implications of any actions they take.
The rationale that you or I have, however, is insignificant unless it is shared so in order to challenge any misconceptions, get pupils to write down and discuss why they should or shouldn’t study D&T.
D&T is delivered through the context of the designed and manufactured world, and the decision-making and action-taking that learners engage with may result in products, systems or environmental outcomes. The production of such outcomes is merely the vehicle for engagement in the unique activities outlined so far. To pursue these product outcomes alone, however, will result in an impoverished experience, failing to engage with the unique contributions offered by the subject.
A key principle of the subject is that learners take ownership of their world and in doing so seek to improve the world they live in through enquiry and exploration. Such an aim is both powerful and complex, but facilitates the development of appropriate skills, attitudes, concepts and knowledge.
The benefits from such a rich process are to children culture, society and industry.
Often such strong rationales can get lost in the daily grind, therefore it is essential that the key priorities are built into each activity and these are used to test each activity that you have in your curriculum.
Write down your definition of, and key characteristics of, the subject, and then ask yourself if each activity lends itself to your description? If they don’t – you know what to do!
Related posts: