A Comparison of Two English Primary Schools in their Consideration of Progression in Design and Technology Education

Carolyn Chalkley
University of Sunderland, England

Philip Whiston
University of Sunderland, England

Ladda ner artikelhttp://www.ep.liu.se/ecp_article/index.en.aspx?issue=005;article=03

Ingår i: PATT 1996. Proceedings from the conference "Pupils Attitude Towards Technology"

Linköping Electronic Conference Proceedings 5:3, s. 27-39

Linköping Electronic Articles in Computer and Information Science :3, s. 27-39

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Publicerad: 2001-01-19


ISSN: 1650-3686 (tryckt), 1650-3740 (online)


Design and Technology is a compulsory foundation subject of the revised National Curriculum of England and Wales and has been since the initial orders were introduced in 1991; amidst an atmosphere of unease in primary schools; despite there being a tradition of ’craft’ activities in many establishments previously.

It is against this background of expecting children to initiate design ideas and perform certain practical skills that this paper is presented.

Repeated revision of the statutory order has necessitated that primary schools reassess their policy and practice in the light of such changes. Compliance with the National Curriculum requirements varies considerably throughout the country. The better schools address the issues of progression in Design and Technology so that their pupils are challenged and extended; irrespective of age or ability.

This paper begins by considering the notion of progression generally; and goes on to exemplify the comprehensive nature of putting theory into practice in two schools where design and technology is seen to be a valuable component of their curriculum; making specific reference to the following aspects:

What is Progression?
A discussion based upon how each school has responded to the revised National Curriculum in Design and Technology by recognising their individual needs; developing strategies for effective delivery and implementing a Design and Technology policy that ensures progression is catered for across the primary school age range of 4 -11 years.

Skills Acquisition
Reference will be made to how each school develops technological capability in their pupils by managing and planning their learning experiences in a structured way.

Use of Materials
The above will then be developed further by concentrating on a particular type of material; as specified in the National Curriculum; and the way in which progression can be illustrated through its usage.

Measurement of Progression
To conclude; a description will be made of the processes and methods adopted by each school in ensuring that design and technology capability continues to progress across the age ranges.


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Department for Education and Employment (1995); Design and Technology in the National Curriculum; London; H.M.S.O.

Department of Education and Science. (1990); Technology in the National Curriculum; London; H.M.S.O.

Ritchie; R. (1995) Primary Design and Technology: A Process for Learning; London; Fulton.

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