Design and Technology Framework: Introduction

The Framework for teaching design and technology: Years 7, 8 and 9 is the main component of the design and technology programme. It is intended to provide a structured and progressive set of teaching objectives for teachers and pupils in design and technology at Key Stage 3. The Framework applies to all focus areas and materials (food technology, product design and systems and control) taught at Key Stage 3.

The teaching objectives set out in the Framework are intended to be achieved by the great majority of pupils as they move through Key Stage 3. They define those points of learning that are most likely to help pupils extend their capability in design and technology and to make progress over time.

The Framework is based on the National Curriculum statement for design and technology and sets out how it can be achieved in practice.

The importance of design and technology

Design and technology prepares pupils to participate in tomorrow's rapidly changing technologies. They learn to think and intervene creatively to improve the quality of life. The subject calls for pupils to become autonomous and creative problem-solvers, as individuals and as members of a team. They must look for needs, wants and opportunities and respond to them by developing a range of ideas and making products and systems. They combine practical skills with an understanding of aesthetics, social and environmental issues, function and industrial practices. As they do so, they reflect on and evaluate present and past design and technology, its uses and effects. Through design and technology, all pupils can become discriminating and informed users of products, and become innovators.

Design and technology – the National Curriculum for England; DfEE, QCA, 1999 (page 15)

The six subskills of designing and making (exploring ideas and the task, generating ideas, developing and modelling ideas, planning, evaluating, making high-quality products) are drawn from this statement. The characteristics of Years 7, 8 and 9 are defined and are then developed into yearly teaching objectives.

The charts show shaded columns which represent the emphasis the Framework gives to defining progression in the subskills of designing. It is not intended that making should be removed or ignored but simply that objectives for making should not require the same level of review and planning of the other objectives.