[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601475-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-601475-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","teachers-views-on-reasons-for-the-decline-of-design-and-technology-dt-gcse-entries-in-england","Teachers’ Views on Reasons for the Decline of Design and Technology (D&T) GCSE Entries in England","","One part of a larger study examines factors that secondary school teachers of design and technology (D&T) in England believed contributed to the decline of GCSE entries. The research was designed to foreground teachers’ voices, using two phases: interviews and focus groups, followed by an online survey. Qualitative results informed survey questions, and the article reports findings from a specific question in part two. Teachers’ responses were grouped into macro, meso, micro, and nano categories; EBacc and parental influences emerged as especially significant.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teachers-views-on-reasons-for-the-decline-of-design-and-technology-dt-gcse-entries-in-england/601475/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teachers-views-on-reasons-for-the-decline-of-design-and-technology-dt-gcse-entries-in-england/601475.png","ImageObject",300,407,{"name":42,"@type":43},"hdkawk","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What overall issue does the study address regarding D&T in England?","Question",{"text":63,"@type":64},"The study addresses the continuous decline in Design and Technology (D&T) GCSE entries in England since 2003, with a brief marginal increase in 2014.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the research designed to capture teachers’ perspectives?",{"text":68,"@type":64},"It used interviews and focus groups first, then an online survey. The questions in the online survey were informed by qualitative data from part one, and the article focuses on findings from a specific survey question.",{"name":70,"@type":61,"acceptedAnswer":71},"Which factors were highlighted as most and least noteworthy by teachers?",{"text":72,"@type":64},"The most noteworthy factor was the English Baccalaureate (EBacc), alongside influences from parents across macro and nano levels. The least noteworthy factor was the availability of more suitable examinations for upper secondary pupils.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},601475,1792251710,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":127,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","What do teachers of D&T think are the reasons for the decline of the subject in England?  \nClaire Vickery, Doctoral Candidate, Nottingham Trent University, UK Alison Hardy, Nottingham Trent University, UK  \nAbstract  \nThis article discusses one part of the data from a larger research project that sought to identify factors that secondary school teachers of design and technology (D&T) in England felt may have contributed to the decline in entries at GCSE level within the subject. This study was designed to ensure the teacher's voice could be heard. Research was conducted in two parts, interviewsand focus groups followed by an online survey, the first part provided qualitative and the second quantitative data. Questions within the online survey were informed by the qualitative data collection of part one. This article focuses on the findings from a specific question within part two of this data-the online survey. The factors indicated by the teachers within the survey are discussed in the findings section of this paper. The teachers’ responses were organised into four categories: (1) macro level-external, national influences; (2) meso – school level; (3) micro – classroom influences, and (4) nano – individual level. Analysis of the teachers’ responses indicated that the most noteworthy factor was the English Baccalaureate (EBacc), a government-imposed performance measure and influences from parents, the first at the macro level the second on the nano level. The least noteworthy factor was that more suitable examinations were available for upper secondary school pupils. It is hoped that this research will prompt professional dialogue regarding the decline of D&T entries at a macro, meso, micro and nano level and that subsequent action can be considered. Although conducted within England, this research prompts critical thinking that may help review educational practice internationally.  \nKeywords  \nDesign and Technology, Teacher Preparation, Continued Professional Development, Decline, England  \nIntroduction  \nThe total number of entries into the Design and Technology (D&T) GCSEi within England has continuously declined since 2003. There is an exception in 2014 when there was a marginal increase in entries (JCQ, 2021a) . Figure 1 shows that D&T has had the most significant decline in entries compared to other subjects, despite a rise in the total number of entries for all full GCSE courses.  \nAs a teacher and head of D&T in a secondary school, this data confirmed the lead author’s experience within their school that there was a decline of entries to the GCSE in the subject. Consequently, she decided to embark on this research project to understand the reasons for this decline.  \nFigure 1 GCSE courses with a decrease in entries (JCQ CIC, 2021b)  \nLiterature Review  \nA review of relevant literature was undertaken to identify previously discussed factors that may have led to the decline in GCSE entries of D&T. Two papers were seen as key: Miller (2011) What’s wrong with D&T? and McGimpsey (2011) A Review of Literature on Design Education in the National Curriculum. Both papers were commissioned by the Royal Society of Arts (RSA) . In paper one, Miller reflects upon his personal and professional experiences as a student and later as a lecturer. In the second paper, McGimpsey (2011, p. 1) reviews literature to “understand the development and current state of design and technology”. Between them, Miller and McGimpsey discuss several factors that may have contributed to a poor perception of D&T. They suggest that a poor perception of D&T has led to the subject’s omission from the English Baccalaureate (EBacc) ii and anticipated that D&T would be further marginalised by its omission from the EBacc. Whilst this paper acknowledges that the EBacc may have encouraged D&T’s further decline the data discussed in the introduction confirms that the EBacc cannot be regarded as the sole cause. Although, Miller and McGimpsey’s papers do not aim to d","cbCaioMvXySgkNq3","https://ap.wps.com/l/cbCaioMvXySgkNq3","pdf",406468,"English","# Introduction\n# Literature Review\n## Macro factors\n## Meso factors\n## Micro factors\n## Nano factors","[{\"question\":\"What overall issue does the study address regarding D\\u0026T in England?\",\"answer\":\"The study addresses the continuous decline in Design and Technology (D\\u0026T) GCSE entries in England since 2003, with a brief marginal increase in 2014.\"},{\"question\":\"How was the research designed to capture teachers’ perspectives?\",\"answer\":\"It used interviews and focus groups first, then an online survey. The questions in the online survey were informed by qualitative data from part one, and the article focuses on findings from a specific survey question.\"},{\"question\":\"Which factors were highlighted as most and least noteworthy by teachers?\",\"answer\":\"The most noteworthy factor was the English Baccalaureate (EBacc), alongside influences from parents across macro and nano levels. The least noteworthy factor was the availability of more suitable examinations for upper secondary pupils.\"}]","Teachers’ Views on Reasons for the Decline of Design and Technology (D&T) GCSE Entries in England | PDF",1792092684,48]