In Conclusion
We return to the point that whilst it is possible to see a school curriculum as a single entity this does not do justice to its heterogeneous and dynamic nature. So, whilst the aim of the curriculum might be to enable young people to ‘make a life’ the contributions and significance of different elements within the curriculum will vary. We hope that this reflection on Harford’s (2017) slides will help inform the Ofsted review that is taking place regarding the place, significance, purpose and pedagogy of design & technology in the curriculum.
References
Bronowski, J. (1973) The Ascent of Man. London: BBC
Banks, F and Barlex, D. (2014) Teaching STEM in the secondary school; helping teachers meet the challenge Oxford: Routledge
Banerjee P.A. (2017) ‘Is informal education the answer to increasing and widening participation in STEM education?’, Review of Education 5 (2) pp. 202–224
Barlex, D and Steeg, T (2017a) Re-Building Design & Technology in the secondary school curriculum. Retrieved from https://dandtfordandt.wordpress.com/resources/re-building-dt/
Barlex, D and Steeg, T (2017b) Big Ideas for D&T. Retrieved from https://dandtfordandt.wordpress.com/working-papers/big-ideas-for-dt/
Department for Education (2011) Framework for the national curriculum: A report by the expert panel for the national curriculum review. Retrieved from https://www.gov.uk/government/publications/framework- for-the-national-curriculum-a-report-by-the-expert-panel-for- the-national-curriculum-review
Department of Education and Science/Welsh Office. (1988). Interim Report of the Working Group for Design and Technology. London: Department of Education and Science/Welsh Office
Harford, S (2017) Curriculum: intent, implementation and impact. Development work for the new inspection framework. Retrieved from https://www.slideshare.net/Ofstednews/educationfest17
Kluger, AN and DeNisi , A(1996) The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory Psychological Bulletin 1996, Vol. II9, No. 2, 254-284
Murphy, P. (2003). The place of pedagogy. In Barlex, D (Ed.), Creativity in crisis? Design & technology at KS3 and KS4. (pp 13-17). Wellesbourne, UK: Design and Technology Association.
Postman, N. (1996) The End of Education: Redefining the value of school. New York: Vintage Books
Schön, Donald A (1987) Educating the Reflective Practitioner: toward a new design for teaching and learning in the professions, Jossey-Bass, San Francisco
Previous: Clarifications
HildaRuth and Torben for D&T 