Press Release

Sir Jim - seven into six won’t go!

8 December 2008

Sir Jim Rose’s interim report on how the curriculum in England’s primary schools should change is published today at http://www.dcsf.gov.uk/primarycurriculumreview

We urge you to make your feelings known about the recommendations in the report by writing to or emailing Sir Jim by 28 February 2009 at:

Independent Review of the Primary Curriculum
2nd Floor
Sanctuary Buildings
Great Smith Street
London
SW1P 3BT
0207 783 8430
Primary.Curriculum@DCSF.gsi.gov.uk

We are very disappointed that the original model presented by QCA at the Association’s Annual Conference in July has now been reduced from seven areas of learning to six. The seventh area, ‘design and technology capability’ which provided a dedicated home base for children’s designing and making activities, has been removed in Sir Jim’s interim report. Although not specified in the report, D&T is now located in two suggested areas of learning – ‘scientific and technological understanding’ and ‘understanding the arts and design’. In the midst of an economic crisis where 90,000 manufacturing jobs are predicted to be lost next year, we are dismayed that Sir Jim has not taken the opportunity to carve out a dedicated space in the curriculum where children can learn to take the initiative and gain the practical know-how to help shape the world of the future.

As no educational rationale has been given for the reduction of seven areas to six we can only assume that this change has been made for reasons of manageability, to give the impression of a slimmer, less prescriptive National Curriculum. Ironically, we believe the six area model will have precisely the opposite effect. It reduces clarity and coherence and will undermine the quality of teaching and learning as teachers struggle to create meaningful designing and making activities from two separate areas of learning.

Placing D&T in two areas of learning is based on a misunderstanding of the nature and value of the subject. Whilst it draws on scientific understanding and artistic appreciation, design and technology provides its own, unique opportunities for children to:

• Design and make functional products for specific users and purposes
• Learn about and develop the capability to change the designed and made world
• Engage in a distinctive form of design
• Critically evaluate their own and existing products
• Develop unique, subject-specific knowledge, understanding and skills
• Apply science, mathematics and art through hands-on activities
• Carry out complex project work
• Fulfil a fundamental human need for activities involving thought and action
• Prepare for later life through the development of practical and entrepreneurial skills

To safeguard primary-aged children’s entitlement to practical designing and making activities, the Design and Technology Association has adopted the following position in relation to Sir Jim’s interim report:

1. Our priority is to persuade Sir Jim to restore the seventh area of learning dedicated to D&T-related activities.

2. We oppose the concept of D&T having a home base in two areas of learning

3. Within a six area model we believe that children’s entitlement to design and technology is more likely to be secured in ‘scientific and technological understanding’. Crucially, this entitlement would depend on highlighting the importance of designing in the title and content of the area. In comparison with being based with the arts, belonging to the same area of learning as science would have the following advantages:

a. The area would be home to one other subject, science, rather four other subjects – art and design, music, dance and drama
b. Consideration of related scientific understanding at the planning stage would lead to greater rigour in teaching and learning in D&T
c. Children would be more likely to design and make ‘functional’ products
d. Practical food activities are more likely to be sited in the area of learning
e. There is more potential for progression to KS3 and 4, where the Government’s STEM (Science, Technology, Engineering and Mathematics) initiative is becoming increasingly significant

To discuss the place of design and technology in Sir Jim Rose’s Interim Report please contact Gareth Pimley, Assistant Chief Executive, Design and Technology Association on 01789 470007 Gareth@data.org.uk