The secondary curriculum review
The design and technology programme of study provides a context for developing pupils' personal, learning and thinking skills (PLTS).
Design and technology provides opportunities for pupils to analyse and critically evaluate existing products and solutions. They identify questions to answer and problems relating to the design of a product or mechanism that they need to resolve. They plan and carry out research into the materials used in that product. They explore issues or problems from different perspectives when they research technical information about the product.
When responding creatively to briefs, pupils sift information, judging its relevance and value. They evaluate and modify their proposals to ensure that their product meets the specification, and use reasoned arguments and evidence to support their conclusions.
As pupils make links between principles of good design, existing solutions and technological knowledge, they develop as creative thinkers. They generate ideas and explore possibilities for new designs, asking questions of their peers during group design sessions in order to extend their own thinking. This can help them to connect their own and others' ideas and experiences in inventive ways during subsequent design activities. These group design sessions also give pupils the opportunity to question their own and others' assumptions in a supportive environment.
When pupils are solving technical problems relating to their product they are encouraged to try out alternatives as their knowledge increases. During the ongoing process of reconciling conflicting design requirements, pupils adapt ideas as circumstances surrounding the function of the design change.
Design and technology provides an environment in which pupils can work confidently with others. They collaborate towards common goals, developing strategies that help them generate, develop, communicate and model ideas. Such strategies as taking responsibility and showing consideration for others help them reach agreement on criteria for the success of individual or shared designs. Pupils are encouraged to provide constructive feedback to others on their ideas.
As pupils plan and organise design and make activities, they are given every opportunity to take responsibility and show initiative, creativity and enterprise. They are encouraged to be flexible when priorities during the production process change. As they progress through the key stage, they become increasingly responsible for organising their time and resources, and for prioritising actions during production. Throughout production pupils need to anticipate and manage risks that may affect the success of their developing product.
Pupils learn to solve problems as individuals and members of a team, identifying improvements that would benefit others as well as themselves. During this process they are given opportunities to influence others, negotiating and balancing diverse views to reach workable solutions to product designs.
Pupils develop and use criteria to judge the quality of other people's products, identifying opportunities for further developments and recognising achievements. When planning and organising activities, they use criteria for success to set goals for developing their work. As they shape, form, mix, assemble and finish materials, components or ingredients, they constantly review their progress, acting on outcomes.
During group design sessions, pupils are encouraged to invite feedback and deal positively with praise, setbacks and criticism levelled at their product design. As they work to improve their product throughout its inception and manufacture, they evaluate their practical experiences and use what they have learnt to inform future progress.
As they put together their design portfolio, pupils communicate what they have learnt and what they want to do with that knowledge in different written and visual ways for different audiences.
With thoughtful planning, a range of PLTS can be embedded in any sequence of work. For example, pupils might be asked to design, initially in groups of three, and then individually make a product using materials from any of the product areas around the theme of an Olympic event. This would involve pupils:
