Data and surveys from the Redesigning D&T project led by Alison Hardy.
Project aims
Ultimately, the Redesigning D&T project aims to develop a new D&T curriculum for teaching in England to primary and secondary schools through the consensus of members of the D&T community.
To achieve this aim there are several phases:
Phase 1: Identification of the big or controversial D&T curriculum issues
Phase 2: Debating the controversial D&T curriculum issues and reaching consensus
Phase 3: Designing and evaluating curriculum solutions in response to the consensus
Phase 4: Agreeing on a new D&T curriculum
In other words, we are using a design based approach to develop a new D&T curriculum.
Research method
The Redesigning D&T project uses the Delphi method to reach a consensus over the 4 phases.
Project Team
Ciaran Ellis, Laurus Ryecroft School
Andrew Halliwell, St Edward's School
Dr Alison Hardy, Nottingham Trent University
Amanda Mason, Jarrow School
Previous project members
Emeritus Professor Eddie Norman
This project is not affiliated to any other projects aiming to develop the National Curriculum for design and technology in England.
Why are we doing this?
You might have read our book, Redesigning D&T ... talking ... thinking, or listened to Alison Hardy talk about some of the challenges D&T has faced, or you might be thinking 'The D&T National Curriculum isn't quite working for my school and pupils'. Whichever it is, what we want to do is support the D&T community in using design thinking as a research approach to redesign D&T.
We don't want to do this from a policy, governmental or national level; instead we want the new design to come from teacher-practitioners who teach the curriculum. We are encouraged by previous work from Phil Roberts' 'Aspects of research concerning design education' who set out these objectives:
- to support ACTION RESEARCH as a mode of inquiry and development that is especially appropriate to D&T educational practitioners;
- to support the TEACHER-AS-RESEARCHER (or practitioner-as-researcher);
- to support the position that action research within education (and D&T education) is intended to improve practice.