Recognising real design and technology

This web site is designed to help students, teachers, and those supporting them, to work to the highest possible level in order to maximise students’ understanding and creative potential in design and technology.

An overall view is available from A teacher's perspective on design and technology.

"...man is a singular creature. He has a set of gifts which make him unique among the animals; so that, unlike them, he is not a figure in the landscape – he is a shaper of the landscape… Man is distinguished from other animals by his imaginative gifts. He makes plans, inventions, new discoveries, by putting different talents together; and his discoveries become more subtle and penetrating, as he learns to combine his talents in more complex and intimate ways." Jacob Bronowski, The Ascent of Man, 1973

The evidence base for design and technology

Design and technology is not just a subject in the school curriculum; it embraces all those activities of mankind which result in improving our quality of life through the development of our physical resources and environments.

Evidence of design and technology from our cultural heritage

Evidence of design and technology in the contemporary world

The observed creativity, individuality and discipline of design and technology, is to be found in schools as much as in the wider world.

Evidence of real design and technology in schools

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This web site is based on evidence of design and technology drawn from our cultural heritage, the contemporary world and our schools.

This evidence demonstrates the inherent discipline of the knowledge, understanding and skills which provide a framework for learning and criteria for assessment of creative, innovative and individual performance:

The discipline of design and technology

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Because real design and technology possesses this discipline we are able, consistently, to recognise evidence it in our cultural heritage, in the contemporary world and in our schools.

The discipline of design and technology comprises the following four elements that combine into the practical recognition of a need, or opportunity, for the execution of designing, making, and evaluating artefacts and processes that strive to enhance the quality of life of mankind:

• knowledge and understanding of the context giving clarity to the need, or opportunity, for creative intervention

Contexts for designing and making

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• knowledge and understanding of the functions to be performed by a device, or process
  

Functions in design and making

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• understanding of the sectors of knowledge and required for implementing design solutions

Sectors of knowledge for design and technology

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• Understanding of, and capability in, the practice of the intellectual strategies and practical skills required for design and technology.

Strategies for designing and making

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This disciplined, individual and creative vision of design and technology is also exactly what is expected by the national curriculum.

Design and technology and the discipline of the national curriculum