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The analysis addresses the challenge of using measurable learning outputs while ensuring planning supports appropriate learning experiences. Seventy lesson plans are compared through intended versus enacted learning outcomes to evaluate whether current planning models adequately reflect Design and Technology’s multidimensional, multimodal learning.",{"@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/what-does-design-and-technology-learning-really-look-like/600706/",{"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/what-does-design-and-technology-learning-really-look-like/600706.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main research focus of the study?","Question",{"text":112,"@type":113},"The study investigates the relationship between intended learning and actual learning in Design and Technology lessons.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which part of teaching-learning does the research particularly examine?",{"text":117,"@type":113},"It focuses on the pre-active phase, specifically teachers’ planning processes and procedures.",{"name":119,"@type":110,"acceptedAnswer":120},"How are the lesson plans analyzed in the study?",{"text":121,"@type":113},"Seventy lesson plans are analyzed by identifying the intended learning outcome and comparing it with the actual learning outcome produced during the lesson.","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},600706,1792208600,{"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":24,"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},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","What Does Design and Technology Learning Really Look Like? Dr Mary Southall, Office of PVC Learning Transformations School of Education, Western Sydney, Australia  \nAbstract  \nThis paper presents findings from a research study investigating the relationship between intended learning and actual learning in Design and Technology lessons (Southall, 2015) . The research focused upon the ‘pre active’ phase of the teaching-learning process, that is the teacher’s planning processes and procedures. The planning processes and procedures used by teachers are an essential pre-requisite to ensuring students’ progress their learning and consequently a vital aspect of teaching. Unfortunately however, it is an area of teaching often only considered in the context of ‘novice’ teachers. With the recent increasing focuses on the production of measurable learning ‘outputs’ in education, understanding the mechanisms behind effective planning processes that provide appropriate learning experiences, producing a range of learning outcomes is challenging for teachers and schools.  \nThe concept of being able to identify students’ learning and consequently plan for, capture and then gather learning, is directly related to the notion of learning outcomes, however can learning outcomes demonstrate the type of learning required to progress in Design and Technology? The role and function of a learning outcome within the teaching-learning process, the influences on and issues involved in the application of Design and Technology learning outcomes will be discussed.  \nSeventy lesson plans were analysed and the intended learning outcome was identified and compared with the actual learning outcome produced during the lesson. The findings from this study reveal that the dominant, systematic planning model used by many teachers, provides only to a limited extent the relational framework for the intended and actual learning that supports the teaching-learning process. The prevailing focus on learning outcomes identified during this research is, it is argued, unable to fully support the multidimensionality and multimodality integral to Design and Technology learning. Instead it is restrictive and promotes a limited approach to the subject in relation to both teaching and learning. The study concludes that the planning processes and procedures in Design and Technology need to be developed with the clear intention of strengthening their role within the teaching-learning process. This would encourage the development of the underlying important principles inherent within the subject and support  \nteachers’ and students’ achievement, creativity and enjoyment in teaching and learning in the classroom.  \nKey words  \nlearning intentions, learning outcomes, classroom-based learning, evidence of learning, learning progress  \nIntroduction  \nIn 2007 I was asked to work on the Qualification and Curriculum Authority’s (QCA) National Exemplification of Standards Project as the Design and Technology Coordinator. The key goal of the project was to support teachers in their standardisation and moderation processes and procedures by providing a wide range of student work that exemplified the attainment levels, 3-8. As the coordinator, I was responsible for gathering and collating the information to populate the web-based resource with Key Stage 3 examples of teaching and learning from students aged 11-14 years, that is, I was responsible for gathering work that would demonstrate learning in Design and Technology. It soon became apparent that demonstrating or even identifying and describing learning and learning progresssion in Design and Technology was not as straightforward process.  \nAs the project progressed the key questions that emerged was: ‘What does Design and Technology learning actually look like? and ‘what planning approaches can be used to ensure the complexities of the subject are effectively demonstrated’ Such fundamental questions have significant implications on the t","cbCaitzMnencmrhd","https://ap.wps.com/l/cbCaitzMnencmrhd","pdf",554598,12,"English","# Abstract\n# Introduction\n# Learning and learning outcomes","[{\"question\":\"What is the main research focus of the study?\",\"answer\":\"The study investigates the relationship between intended learning and actual learning in Design and Technology lessons.\"},{\"question\":\"Which part of teaching-learning does the research particularly examine?\",\"answer\":\"It focuses on the pre-active phase, specifically teachers’ planning processes and procedures.\"},{\"question\":\"How are the lesson plans analyzed in the study?\",\"answer\":\"Seventy lesson plans are analyzed by identifying the intended learning outcome and comparing it with the actual learning outcome produced during the lesson.\"}]","What Does Design and Technology Learning Really Look Like? | PDF",1792091226]