Design and technology is a dynamic and exciting area of the curriculum, it relates extremely well to the world outside the classroom and it can and does effectively support, enhance and bring meaningful practical learning to many other areas of the curriculum. When taught well it is one of the most valuable learning experiences in the curriculum, drawing together and integrating skills and knowledge in a way few other subjects can.

Professor David Hargreaves, speaking at the Institute of Education in London recently, stated: “In the school curriculum, Damp;T has a notable place, as a domain in which different bodies of knowledge and skill come together. Damp;T is not only a bridge linking the arts to science and maths in the interest of curriculum coherence; it is also a highly fertile ground for activities that support innovation. Damp;T is moving from the periphery of the school curriculum to its heart, as a model of the combination of knowledge and skills that will be at a premium in the knowledge economy, and it is from the best practice that other subjects can learn about effective teaching and learning for innovativeness.”

The key elements of the national curriculum can be summarised as preparing pupils to:

* participate in new technologies * think and intervene creatively * be creative problem-solvers (teams and individuals) * identify needs, wants and opportunities, develop ideas, make products or systems * combine practical skills with aesthetics, social and environmental issues, function and industrial practices * reflect on and evaluate present and past Damp;T, its uses and effects * be discriminating and informed users * become innovators.

The challenge is to translate these elements into good practice. I suggest a new paradigm for the subject, which recognises different key aspects of Damp;T and proposes that each is part of the assessed areas of study. In many cases this will lead to practical design and make activities, but not in all cases.

Knowledge and skills. Many argue that knowledge should be acquired on a need to know basis. This will not provide a sufficiently rich basis for designing activities. This is particularly important in introducing new materials, components and technologies. You cannot apply technological knowledge and concepts if you are not aware of them. This incorporates the current focused practical tasks.

Issues. This is concerned with the impact of Damp;T in the made world and how it influences and affects society. This category would involve pupils looking at how things work and analysing their functional, aesthetic and environmental impact as well as addressing sustainability and globalisation. This includes the product analysis activities of the present Order.

Innovation. This is about developing the skills for improving products and to generate new ideas and concepts. This element is intended to give pupils more freedom and removes the constraints of how they would make it or what materials are available. It should allow more creative thinking and innovation, facilitate software simulation, enable concept designs to flourish and increase creative expression. The crucial part will be developing pupils’ thinking and modelling skills and ensuring they can express why their creative thinking is fashioned the way it is.

Application. This seeks to apply and integrate parts of the three previous elements so pupils can design and make workable models, prototypes, products and systems. All four elements may need to be assessed independently with different weighting.

Andy Breckon is chief executive of DATA, 16 Wellesbourne House,Walton Road, Warwickshire CV35 9JB. Tel: 01789 47007. E-mail: DATA@data.org.ukWeb: www.data.org.uk