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In contrast, design and technology (D&T) represents the major part of the ‘T’ in STEM and is taught to all pupils up to 14, remaining highly popular thereafter. The UK Government STEM programme enabled large-scale action research on the roles of T and E, identifying them as subjects with their own right while also providing practical context for other STEM subjects.",{"@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/supporting-the-t-and-the-e-in-stem-2004-2010/601588/",{"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/supporting-the-t-and-the-e-in-stem-2004-2010/601588.png","ImageObject",300,407,{"name":92,"@type":93},"anakgang17","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is engineering in the ‘E’ of STEM less emphasized in schools under age 14?","Question",{"text":112,"@type":113},"Engineering is seldom taught as a distinct curriculum subject in English and Welsh schools for pupils under 14 years, unlike design and technology.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper treat design and technology in relation to the ‘T’ in STEM?",{"text":117,"@type":113},"The paper takes design and technology as the largest contributor to the ‘T’ in STEM, noting it is taught to all pupils up to 14 and remains very popular thereafter.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the paper conclude about how T and E function for STEM learning?",{"text":121,"@type":113},"It finds that T and E can be subjects in their own right and also provide practical context for other STEM subjects, while noting that establishing their full identity and character still requires more work.","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},601588,1792171205,{"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":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Supporting the T and the E in STEM: 2004-2010 Matthew Harrison, The Royal Academy of Engineering Visiting Professor, Institute of Education  \nAbstract  \nEngineering, the ‘E’ in STEM, is seldom taught as a distinct curriculum subject in English and Welsh schools to pupils under the age of 14 years. This contrasts with design and technology (D&T), taken in this paper to represent the largest contributor to the ‘T’ in STEM (the remainder being taken to be the computing and digital communications aspects of ICT), which is currently taught to all pupils up to the age of 14 and remains a very popular option thereafter.  \nThe UK Government STEM programme (with sister projects: the LSIS 16+ STEM programme, the London Engineering Project and the 14-19 Diploma in Engineering) has provided large-scale action-research opportunities to better understand the nature of the T and E in STEM.  \nThis paper describes how the T and E in STEM have been found to be subjects in their own right and also to provide practical context for other STEM subjects. Some effectivepractice guidelines have been established as a result, and these are discussed, but the paper concludes there is still much to do to fully establish the identity and character of the T and the E in STEM. Ideas for how this might develop are offered.  \nKey words  \nSTEM, engineering, vocational education, CPD  \n1. Introduction  \nThere was a determined and well-funded public policy focus on STEM (Science, Technology, Engineering and Mathematics) subjects in the UK during the period 2004- 2010. The origins are in the UK Government Science and Innovation Investment Framework 2004-2014 (HM Treasury, 2004, pp159)  \n“Science, technology, engineering and maths have a core role in the future health of sustainable higher value added activity in the UK. As such, the DfES (Department for Education and Skills) will play a more strategic role in the coming years towards monitoring the quality and quantity of outputs from the education system, at all levels, in STEM subjects, and acting decisively to redress emerging mismatches between supply and demand for skills.”  \nThe first use of the abbreviation STEM in UK public policy seems to coincide with the 2004-2014 investment framework. Two years previously, the Roberts Report  \n(Roberts, 2002) had used SET when describing the same set of subjects and taking the long view the terms Scientific Instruction and Technical Instruction were used by successive UK Governments as far back as the mid 19th Century (Wolf, 2002, pp 62-66) . Whatever the abbreviation chosen the meaning is the same. These are subjects, taught in schools, colleges and universities that aid the development of the UK economy, particularly through productive industries that provide high addedvalue products for export.  \nProductive industries are important to the UK. The UK is the seventh largest manufacturing nation in the world (ERA Foundation, 2010) slipping recently from sixth position (UNCTAD, 2008) behind the USA, China, Japan, Germany Italy and France.  \n2.6 million people were employed in UK manufacturing in 2009. According to data from the UK Office of National Statistics this represented 10% of all employees. Manufacturing’s contribution to GDP is a little higher at around 12% . It is interesting to note that whilst the proportion of GPD due to manufacturing has fallen by two thirds since 1970 (when it stood at more than 30%) the output of the manufacturing sector has actually grown by 25% in that time. It is only because the economy has grown faster than manufacturing output that manufacturing has fallen as a share of GDP (Willman, 2010) .  \nDespite UK Government’s interest in promoting productive industry, engineering is seldom taught as a distinct curriculum subject in English and Welsh schools to pupils under the age of 14 years. This contrasts with design and technology (D&T), taken here to represent the largest contributor to the ‘T’ in STEM (the remainder being taken to be ","cbCaiu1oMRISGobc","https://ap.wps.com/l/cbCaiu1oMRISGobc","pdf",79423,"English","# Introduction\n## Technology intertwined with Engineering\n## STEM policy background (2004-2010)\n## Engineering versus design and technology in schools","[{\"question\":\"Why is engineering in the ‘E’ of STEM less emphasized in schools under age 14?\",\"answer\":\"Engineering is seldom taught as a distinct curriculum subject in English and Welsh schools for pupils under 14 years, unlike design and technology.\"},{\"question\":\"How does the paper treat design and technology in relation to the ‘T’ in STEM?\",\"answer\":\"The paper takes design and technology as the largest contributor to the ‘T’ in STEM, noting it is taught to all pupils up to 14 and remains very popular thereafter.\"},{\"question\":\"What does the paper conclude about how T and E function for STEM learning?\",\"answer\":\"It finds that T and E can be subjects in their own right and also provide practical context for other STEM subjects, while noting that establishing their full identity and character still requires more work.\"}]","Supporting the T and the E in STEM: 2004-2010 | PDF",1792092914,23]