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Ofsted today launched a report addressing the challenges schools must face up to if they are to modernise the design and technology (D&T) curriculum and help it keep pace with global technological developments.

Ofsted today launched a report addressing the challenges schools must face up to if they are to modernise the design and technology (D&T) curriculum and help it keep pace with global technological developments.

The report identifies a lack of subject-specific training for teachers that is undermining efforts to develop pupils’ knowledge and skills. Too many teachers are failing to keep pace with technological developments or expand on their initial training sufficiently to enable them to teach the technically demanding aspects of the curriculum. This often results in an out-dated curriculum in the later years of primary schools and early years of secondary school.

Meeting technological challenges? Design and technology in schools 2007–10, found that in over a quarter of primary schools and about half the secondary schools visited there were insufficient opportunities for pupils to develop knowledge of modern materials, electronic systems and control, and computer aided design and manufacture (CAD/CAM).

Her Majesty’s Chief Inspector, Christine Gilbert, said:

'At a time of rapid technological advance schools need new approaches to teaching design and technology. Teachers need subject specific training – in both knowledge and skills - to stay up to date with developments. Pupils need to learn about new materials and technologies and to investigate practically how and why products work. This is fundamental to the improvements that need to be made.

'Most pupils in the schools visited enjoyed designing and making products, solving real problems for people in their communities and further afield, and seeing their ideas taking shape. This was vitally important to them. Achievement and provision in D&T was best where up-to-date technologies were used and explained accurately. But the variation between the best and weakest provision is unacceptably wide.”

Where pupil achievement was no better than satisfactory, the report shows it was the result of weaknesses in teacher planning and assessment, and work that was pitched too low, lacked relevance, or duplicated earlier learning.

Key issues about gender in design and technology teaching in schools continue to need tackling. The report looks at the need to improve boys’ achievement and how schools are challenging gender stereotyping in pupils’ choice of subject and what they design. Best practice examples in the report can be used by teachers to help tackle this issue.

In Key Stage 4, choices of D&T options and attainment at GCSE were found to be markedly different for male and female students. But the report found that some schools are starting to encourage more girls to take-up electronics, while others are having success enabling more boys to choose to study food technology and catering.

Other countries, such as China and France, emphasise the study of electronics, computer aided design and manufacture (CAD/CAM) and robotics. In around a third of the secondary schools in the survey, too little use was made of this technology in teaching D&T. As a result, the take-up of GCSE courses in electronics and in systems and control in the schools was low, reflecting the national picture.

The challenge for the D&T curriculum in England is to not be left behind and to contribute to preparing young people for future roles in the design, technological, engineering and scientific industries.

The report says that the responsibility for tackling the challenge of ensuring the D&T curriculum keeps up with technological developments, and making sure resources are used effectively and represent good value for money, is primarily that of schools.

But it recommends that the Department for Education and the Department for Business, Innovation and Skills should explore how schools can access the latest technological advances in materials and processes.

Cathryn Mann, headteacher of St. Michael’s Primary School, Enfield, one of the schools visited, said:

'We believe that the basics of good design and technology teaching involve stimulating children’s creativity and curiosity and teaching them the knowledge and skills needed to turn that creativity into a functional ‘real-life’ product. An edge of competition, such as a ‘Dragons’ Den’ type project, gets them working in teams with real energy. They focus on a ‘gap in the market’, carry out market research, and bid for time and resources to implement their plans. Finished products are then used (a torch) or sold (snacks) or worn (Roman cloak clips). This drives up standards and brings a real buzz of excitement.'

Kathy Moore, headteacher of Cherry Burton Primary School East Yorkshire, said:

'Through continuing staff development, collaboration with other schools and governor involvement we have made our curriculum motivational and engaging for our children. By giving the subject high status in the school, our inspirational, expert staff have enabled children to take pride in their work and relish the chance to be creative and innovative problem-solvers, designing and making high quality products. Through a Young Enterprise Project they have made fashion accessory items to sell. This has supported D&T learning and involved financial planning.'

Daryll Chapman, Principal of Okehampton College, whose outstanding practice and work in the Technology Faculty was recognised by Ofsted, said:

“Rapidly changing demands require a modernised approach to the teaching and engagement of students. Through the use of CAD/CAM, smart materials, and renewable energy systems we are giving our students real opportunities, exposing them to the latest available technologies and preparing them for the future.

'Involvement of our youngsters in a sustainability project, for example, has led to dramatic reductions in our gas and electricity consumption. By using electronic testing software we have introduced renewable energy systems and
brought about a cultural change in the college.'

Commenting on the publication of the report, Andrew Renouf, talent resourcing manager for the multinational industrial group TATA, said:

'The world faces a huge shortage of engineers with hands-on experience designing, making and using modern tools such as CAD/CAM, electronics and control systems. In terms of teaching and developing talent in our young people, we can't always do what we have done and remain competitive. Exciting and imaginative D&T teaching in school will be crucial for our future success.'

Notes for Editors

1. The report applies to England. It will be available on the Ofsted website at www.ofsted.gov.uk/publications/100121.

2. It says that the review of the National Curriculum, announced by the Secretary of State for Education on 20 January 2011, provides an opportunity to guide schools and to encourage their re-evaluation of how they are enabling pupils to learn about innovation and to investigate practically how and why modern materials work.

3. The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

4. Media can contact the Ofsted Press Office through 020 7421 6574 or via Ofsted's enquiry line 0300 1231231 between 8.30am - 6.30pm Monday - Friday. Out of these hours, during evenings and weekends, the duty press officer can be reached on 07919 057359.