CLEAPSS and FutureMinds
The future of Design and Technology
FutureMinds is an online publication by CLEAPSS that brings to the fore contributions about the future of DT, novel project ideas, plastic recycling, 3D printing, food and textiles. In their most recent issue, CLEAPSS highlights the work that has been done towards the future of DT.
A lack of resources and recruitment
There has been a drop in GCSE entries for DT and the recruitment of teachers is getting lower and lower. As such, resources are not as abundant as they used to be. CLEAPSS argues: “it does not require all the latest resources to teach strong design principles and to instil them into young learners. It does not require the latest tech to visualise an idea if students are taught to communicate and ideate through drawn methods. You do not need expensive materials to realise an innovative concept in model or prototype form.”
The subject has evolved over the years as resources have become less and lessons have become more theoretical due to examinations. Because of this, the 3D route is often taken by schools delivering art and design instead of DT, the practical side of the subject replaced with elements of computing, 3D art and design engineering.
What Should We Do About it?
DT is still a valuable subject that can deliver skills necessary for the future workforce. It can be used to create, design and engineer solutions for sustainable life on earth. For students who wish to pursue this type of career, if this subject is not available then they will inevitably choose other subjects and DT will continue to decline.
To make sure this does not happen, Design and Technology needs to offer transferable skills that can help students move into a range of other creative and technical disciplines, keeping things like creativity, problem-solving and innovation at its centre.
If you would like to contribute to FutureMinds, you can get in touch with CLEAPSS here: firstname.lastname@example.org.
How Design and Technology Differs Between Organisations
Many subjects like Maths, Science and History have a broadly similar approach to what is being taught, regardless of the school, academy or organisation. DT however, employs a wide range of teaching approaches.
In these lessons, some schools are still making traditional crafted ‘products’ with a focus on hand-making skills, while other schools are designing complex systems and incorporating robotics. Some focus more on design and critical thinking, while others value engineering skills. All are valuable, but CLEAPSS poses the question: does this approach offer D&T the coherent identity it really needs?