[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600342-105":59,"doc-detail-600342-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","weaving-the-specialist-material-strands-of-design-and-technology-together-abstract","Weaving the Specialist Material Strands of Design and Technology Together - Abstract","","The design and technology curriculum in England has undergone major policy revisions since the 1988 Education Reform Act. The 2014 update reduced the curriculum to essential core knowledge for Key Stages 1 to 3 while requiring schools to consider wider design and technology aspects beyond the National Curriculum. Focusing on the 2014 change, the study examines how teachers coped, especially when assessment demands increased the need for broader teaching. A qualitative interview-based investigation during early delivery of new upper-secondary examination courses uses an interpretive analysis to identify two teacher conceptualisations and key implementation challenges.",{"@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/weaving-the-specialist-material-strands-of-design-and-technology-together-abstract/600342/",{"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/weaving-the-specialist-material-strands-of-design-and-technology-together-abstract/600342.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What policy change affected England’s Design and Technology curriculum in 2014?","Question",{"text":112,"@type":113},"The 2014 policy revised the curriculum content to make it slimmer and outline essential core knowledge for Key Stages 1 to 3, while influencing how schools teach design and technology beyond the National Curriculum.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the 2014 changes affect teachers’ established practice?",{"text":117,"@type":113},"Teachers faced the need to move away from specialist material-area rotations and adopt combined ways of teaching that rethink the subject as a general design and technology curriculum, not only material specialisms.",{"name":119,"@type":110,"acceptedAnswer":120},"What methodology does the study use to understand teacher coping?",{"text":121,"@type":113},"The study follows a qualitative methodology, collecting interview data during the first round of teaching the new upper-secondary examination courses in English secondary schools.","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},600342,1792611515,{"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":81,"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":41},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Weaving the specialist material strands of design and technology together  \nSarah Davies, Nottingham Trent University, UK  \nAbstract  \nThe design and technology curriculum in England has gone through various policy changes since its introduction in the Education Reform Act of 1988. The 2014 policy revised the content to make it slimmer and outlining the essential core knowledge for Key Stage 1 to 3. Schools need to consider wider aspects of design and technology not included in the National Curriculum which they would like to teach as part of their own school curriculum (DATA n.d. ) . Previous research into D&T explored the challenges of adapting established ways of working and the issues involved in sub-cultural retreat by teachers. This research paper sets out to understand how teachers coped with the 2014 curriculum change and the factors influencing teachers'capacity to implement assessment changes that impacted the need to teach more broadly. The larger investigation followed a qualitative methodology and collected interview data during the first round of teaching the new upper-secondary examination courses in English secondary schools. An interpretive approach to the analysis suggests two ways the teachers conceptualised the change as \"coming off the circus of specialist rotations\" and \"teaching inside a specialism\" . Challenges for the teachers included the issue of specialist knowledge, traditions of curriculum organisation, opportunities to share expertise, and attitudes towards the policy shift. Teaching outside a specialism is a way to think about supporting pre-service and in-service teachers with the current policy change and ways to modernise the subject in school.  \nKeywords  \nPolicy change, Design and Technology teachers, Established teaching methods, Teaching in and outside a specialism, D&T Programmes of Study  \nIntroduction  \nDesign and technology teaching has traditionally developed within schools to cover a range of short projects taught by individual specialist teachers that provide expert teaching in one (or two) material areas, comprising electronics, food, graphics, resistant materials (RM), textiles, or systems and control (S&C) . During initial teacher education (ITE), design and technology teachers typically specialise in one or two material areas related to their first degree (Design and Technology Association, 2010) . This pattern of teaching and training was challenged in 2014, through a new Key Stage Three (KS3) curriculum, which introduced a single design and technology examination (DfE, 2013; DfE, 2015) and a Subject Knowledge Enhancement Course (SKE) to support pre-ITE training (DfE, 2021) .  \nWhilst the timescale of the policy change did not affect examination teaching until 2016, secondary teachers faced an unprecedented challenge to their established practice (Davies, 2022) . The discontinuation of all but one specialist pathway (Food Nutrition and Preparation) and the shift to a single design and technology examination in upper-secondary – Key Stage Four (KS4) -led to a steep learning curve and disruption of curriculum plans for teachers working in English design and technology departments. Teachers needed to move away from  \ntheir traditional teaching practice within specialist material areas and embrace a combined way of teaching and thinking about the subject. Not an easy task, due to a climate where most schools continued to advertise for new teachers with a specialism, and whilst in post, teachers take on the role of an expert within that material strand.  \nCurrently, lower-secondary curriculum-KS3-is typically organised into four to six project rotations that develop pupils' knowledge and skills associated with a specialism. Within the traditional context, technical and process skills are developed through design and make activities that focus on one material area. Specialist workshops and classrooms provide the environment for each teacher to deliver their bespoke specialist design","cbCaisOlXtk30YJ0","https://ap.wps.com/l/cbCaisOlXtk30YJ0","pdf",247108,12,"English","# Abstract\n# Introduction\n# Literature Review","[{\"question\":\"What policy change affected England’s Design and Technology curriculum in 2014?\",\"answer\":\"The 2014 policy revised the curriculum content to make it slimmer and outline essential core knowledge for Key Stages 1 to 3, while influencing how schools teach design and technology beyond the National Curriculum.\"},{\"question\":\"How did the 2014 changes affect teachers’ established practice?\",\"answer\":\"Teachers faced the need to move away from specialist material-area rotations and adopt combined ways of teaching that rethink the subject as a general design and technology curriculum, not only material specialisms.\"},{\"question\":\"What methodology does the study use to understand teacher coping?\",\"answer\":\"The study follows a qualitative methodology, collecting interview data during the first round of teaching the new upper-secondary examination courses in English secondary schools.\"}]","Weaving the Specialist Material Strands of Design and Technology Together - Abstract | PDF",1792090497]