Last updated: 18 May 2007

F: QCA perspective

The aims of the national curriculum

The majority of design and technology subject leaders agree that the programme of study (PoS) helps secure pupils' commitment to sustainable development. We are gathering examples of the journeys some schools have taken to organise learning to achieve this aim as we felt that this is one important contribution that design and technology can make to a pupils' curriculum experience.

How can QCA and its partners best ensure that such models are successfully transferred to other schools in other situations? QCA has also found that the vast majority of respondents feel that design and technology really develops pupils' enjoyment of, and commitment to, learning. This is an important message that needs to be widely disseminated. However, we need hard evidence of where this enjoyment has had an impact on pupil achievement and this will be one of our foci for further study over the coming years.

The 2005 - 2006 key stage 3 review

Three-quarters of design and technology subject leaders feel that web-based exemplars and guidance are essential to support the delivery of the PoS. As part of the secondary curriculum review, we are working with schools to support this need and we will be reviewing their impact as the PoS are rolled out from September 2007. We believe that we have isolated those features that really make a difference for learners within the key concepts and processes presented in the PoS and would welcome support in order to fully exemplify them.

Assessment

This year QCA has collected significant evidence of a very positive response to how design and technology develops the ability to solve problems, builds on interests and experiences, develops a commitment to learning and helps promote enquiring minds. However, one of our concerns is the possibility that some pupils are being over-assessed to meet schools’ requirements for frequent reporting of levels.

We are eager to ensure that levels are being assigned on the basis of formative assessment for learning and not always as a result of summative assessments at the end of topics. As a result, guidance and exemplar materials have been published to support more effective teacher assessment at key stages 1, 2 and 3. These are designed to help teachers identify, track and enhance pupil progress. QCA is keen to illustrate assessment as an integral part of teaching and learning across the key stages.

How else can schools be encouraged to engage more fully with the principles of assessment for learning and share next practice with other schools? QCA has launched 'e-scape', a research project looking at ways of assessing innovation and creativity in design and technology, as we believe that the imaginative ways in which students use technology are vital to their success in today's technology driven world.

Design and technology departments are also relatively low users of local authority materials for standardisation and high users of resources from 'other' sources'. What additional resources are being used and, if they are found to be helpful and effective, how are they being shared more widely and next practice informed?

Questions particular to design and technology

Responses and the additional comments contributed at the end of the questionnaire indicate a widespread view that design and technology departments are under-resourced, particularly in information and communication technology and new technologies and in sufficiently high levels of staff expertise.

Comments also suggest that lack of funding to replace or update resources and lack of expertise are both impacting on and narrowing down the options that schools are offering. This is a real concern to QCA. What is the best way that we can support schools in overcoming these obstacles?