Design and Technology (D&T) Essay Example | Topics and Well Written Essays - 3000 words

Design and Technology (D&T) - Essay ExampleStenhouse (Cited in Armitage, 195) argues that class to many in compulsory education, is understood to be the government planned intentions, or prescribed intend learning outcomes This definition lends itself to the planning of specific learning targets which can be translated into specific learning outcomes for unmarriedistic lessons. However this process is not inclusive, as it does not maximise the possible of immediate bookman feedback, and because reduces the level of learner participation in the learning process. The aims of this study atomic number 18 therefore focused upon the potential role learner feedback or evaluation can play in developing platform, facilitating greater learner participation and ownership.The role of Design and Technology in schools on England is evolving. These changes were announced in the Government ballpark Paper 14-19 Extending Opportunities Raising Standards (DfES, 2002), which argued that educatio n and instruction of 14-19-year-olds should be delivered by a more flexible curriculum with a broad range of options. Beginning in September 2002, Design and Technology was no lengthy a compulsory school subject from age 14 the age which marks the end of fundamental Stage 3 of the National syllabus in England. Students will have a statutory entitlement at KS4 to opt to study D&T subjects, but in addition more freedom within what was prize as a very crowded curriculum to select other subjects of their choice. These changes along with the introduction of group discussion tables have had a considerable impact on D&T provision in unessential schools. Hirst (1974 p 110) argues that the wider context of education is affected by the motivations of society the advent of league tables has evoked increasingly belligerent organisations and teachers, along with an increased organisations and teachers, along with an increased orientation towards accountability both on an organizational an d individual level. Design and Technology was introduced into the National Curriculum in England and Wales in 1990 (Under the Technology in the National Curriculum Statutory Order, DES and Welsh Office, 1990). Some suggest that this was a response by the government to the splendor of technology to the British economy at that time (Layton, 1995). However, most agree that little research order existed before the introduction of D&T into the curriculum, on which to base these decisions (DES/Welsh Office, 1988. Section 1.15. Kimbell, Stables &Green, 1996, 17. Penfold, 1988, 5 Shield, 1996, 10).This is also reflected upon the curriculum of the day that was viewed as being crop orientated (Bobbitt 1918, 42 1928. and Tyler, 1949, 89). The underpinning theme being that learners were taught what people mandatory to know in order to work (Bobbitt, 1918. 42) this orientation towards knowledge focused upon achieving competences. Today still some unimaginative elements of D&T are and will re main competence or skills focused, and therefore influenced by product orientated curriculum of the 1990s. These elements of the D&T curriculum include the correct and safe used of tools and equipment, which are also assessed competences at GCSE level. Nevertheless, its associated distinctive model of teaching and learning had been evolving over the years (Kimbell and Perry, 2001 Penfold 1988, 23). It is claimed that England and Wales were the first