I had an interesting session at the Excel Centre for the Harris Federation October Conference on Friday presenting to 40+ teachers about Preparing for the new D&T GCSE. My key message was that it was essential to see the GCSE as a five year course. There was a lot to cover in the time available so it was a bit rushed at the end hence the PowerPoint slides are available here. Two interesting points emerged in the brief discussion. The first was that most of the schools felt that their SLT did not fully understand the nature of design & technology or the reasons for teaching it to as many your people as possible. This is worrying as the subject is entering into a new phase with the introduction of the new single title GCSE and its success rests very must on the support of key stakeholders which include SLT. So I hope the PowerPoint slides will help those who need to convince the SLT of the worth of the subject. The second point was made by a teacher who was concerned that the less able pupils should get something from the BIG ideas that underpin the subject. He felt that these should not be seen as for the more able only. I couldn’t agree more. He pointed to the disassembly of furniture as something his less able pupils enjoyed and learned from and I was struck how this could be linked to a critique of the way we use materials, particularly with regard to stewardship. Just imagine a small settee that was disassembled in front of a class as a demonstration with various pupils taking part. By the end of the disassembly all the different parts would be revealed – the timber frame, the fabric covering, various padding, any fixings, how these parts were held together would be apparent. And then some questions; about manufacture: how was this or that part made, what material has been used for this or that part, how do we get this that material, where does it come from, is it renewable, is it finite? What other materials might be used? How else might the parts be made? How easy are the materials to recycle? One could go on and on and it’s probably sensible not to ask too many questions. But there is no doubt to richness of the knowledge and understanding that can be revealed by disassembly plus questions, knowledge and understanding that can be focused onto considering the consequences of the way we do things with particular reference to stewardship – a key lens for critique. And of course this knowledge and understanding is the right of every young person we teach, independent of their so-called ability.