[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600490-105":59,"doc-detail-600490-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","reclaiming-relevance-positioning-design-and-technology-at-the-heart-of-a-whole-school-creativity-framework","Reclaiming Relevance: Positioning Design and Technology at the Heart of a Whole-School Creativity Framework","","The paper addresses a crisis in UK Design and Technology (D&T) driven by declining enrolment, staffing shortages and curricular marginalisation, and argues D&T should be scaled rather than treated as a problem. It proposes a Creative Competency Framework grounded in cognitive science and classroom research, detailing 15 core and meta-competencies and mapping them to existing D&T projects. An AI-powered tool enables trial analyses of contrasting projects to make creative depth visible, measurable and actionable, leading to a new standard for assessing creativity rooted in task-based thinking processes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reclaiming-relevance-positioning-design-and-technology-at-the-heart-of-a-whole-school-creativity-framework/600490/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reclaiming-relevance-positioning-design-and-technology-at-the-heart-of-a-whole-school-creativity-framework/600490.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper argue that D&T is not just a curriculum casualty?","Question",{"text":112,"@type":113},"It contends D&T can function as a strategic solution by embedding creativity through design thinking, iteration, and observable teachable competencies across a whole school.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the Creative Competency Framework introduced in the paper?",{"text":117,"@type":113},"It is a structured framework outlining 15 core and meta-competencies, spanning areas such as divergent thinking, sequencing, and translational and meta-cognitive awareness.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the AI-powered tool support the paper’s approach to assessing creativity?",{"text":121,"@type":113},"The paper describes using a bespoke AI-powered tool to run trial analyses of two contrasting D&T projects, aiming to reveal, measure, and make creative depth actionable.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600490,1792209444,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Reclaiming Relevance: Positioning Design and Technology at the Heart of a Whole-School Creativity Framework  \nAndrew Rockliffe, Office for Standards in Education (Ofsted), UK  \nAbstract  \nDesign and Technology (D&T) in the UK is approaching a crisis point, with declining enrolment, staffing shortages and increasing marginalisation in the curriculum. However, this paper argues that D&T is not a problem to be solved. Rather, it is a solution to be scaled. Positioned at the intersection of material practice, iteration and design thinking, D&T is uniquely placed to lead a whole-school strategy for embedding creativity as a set of teachable, observable competencies, not as an abstract ideal. This paper introduces a structured Creative Competency Framework, drawing on cognitive science, classroom research and cross-curricular theory. It outlines 15 core and meta-competencies, from divergent thinking and sequencing to translational and meta-cognitive awareness. Moreover, the paper demonstrates how creative competencies can be mapped onto existing D&T projects to reveal and develop their creative potential. Using a bespoke AIpowered tool, the paper presents trial analyses of two contrasting projects to show how creative depth can be made visible, measurable and actionable. Ultimately, the paper proposes a new standard for assessing creativity that is not merely based on outcomes, but is rooted in the thinking processes embedded in a task. Finally, the paper issues a call to practitioners to contribute to the refinement of this tool, with the aim of developing a bank of high-performing, creativity-rich D&T projects for shared use. The result is both a defence and a reinvention of the subject, repositioning D&T as foundational to a future-facing, creative curriculum.  \nKeywords  \nDesign and Technology Education, Creative Competency Framework, AI-Assisted Assessment, Curriculum Innovation, Creativity in Education, Cross-Curricular Pedagogy  \nIntroduction  \nDesign and Technology (D&T) education in the UK is facing an existential threat. Once a core part of the secondary curriculum, D&T has experienced a dramatic decline over the past decade. The number of qualified teachers has plummeted from over 15,000 in 2009 to just 6,300 in 2023, with forecasts suggesting that this number could fall below 4,500 within the next four years (Design and Technology Association, 2024) . In addition, GCSE entries have reduced by 68% over the same period, and the subject missed its government recruitment target by 63% in 2023 alone (Cumiskey, 2024; The Guardian, 2024) . There are now serious warnings that D&T may disappear entirely from the national curriculum unless decisive action is taken. In contrast, calls for the inclusion of creativity within education have never been louder. From curriculum reviews to employer demands, creativity is increasingly recognised as a critical competency for preparing young people to navigate an AI-driven,  \nrapidly changing world (Creative Industries PEC, 2024; Starmer, 2024) . International policy discourse now regularly cites creativity, alongside problem-solving and collaboration, as a priority learning outcome for 21st-century learners (OECD, 2019; UNESCO, 2021) . Despite these calls, creativity remains inconsistently embedded across the curriculum, often perceived as unteachable and rarely assessed with clarity or rigour (Craft, 2005; Lucas et al., 2013; OECD, 2019; UNESCO, 2021) . Furthermore, in the absence of a shared pedagogical language or agreed markers of progress, opportunities for creative development and recognition can vary significantly between schools.  \nThis paper argues that instead of D&T being treated as a curriculum casualty, it can be promoted as a strategic solution. Rooted in design thinking, iteration and real-world problem-solving, D&T provides a pedagogical model for embedding creativity as a teachable, observable set of skills (Razzouk & Shute, 2012; Kimbell, 2012; Holmes, Bialik & Fadel, 2019","cbCaigOxtQGJ7jmW","https://ap.wps.com/l/cbCaigOxtQGJ7jmW","pdf",616506,23,"English","# Introduction\n# The Case for Creativity\n# Reclaiming D&T through a Creativity Framework\n## Creative Competency Framework\n## Mapping Competencies to D&T Projects\n## AI-Assisted Trial Analyses","[{\"question\":\"Why does the paper argue that D\\u0026T is not just a curriculum casualty?\",\"answer\":\"It contends D\\u0026T can function as a strategic solution by embedding creativity through design thinking, iteration, and observable teachable competencies across a whole school.\"},{\"question\":\"What is the Creative Competency Framework introduced in the paper?\",\"answer\":\"It is a structured framework outlining 15 core and meta-competencies, spanning areas such as divergent thinking, sequencing, and translational and meta-cognitive awareness.\"},{\"question\":\"How does the AI-powered tool support the paper’s approach to assessing creativity?\",\"answer\":\"The paper describes using a bespoke AI-powered tool to run trial analyses of two contrasting D\\u0026T projects, aiming to reveal, measure, and make creative depth actionable.\"}]","Reclaiming Relevance: Positioning Design and Technology at the Heart of a Whole-School Creativity Framework | PDF",1792090794,58]