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Exploring whether implementing strategies that promote the value of DT increases the uptake at GCSE
Snelson, Jemima
Snelson, Jemima
Authors
Editors
Date
2024-06-14
Educational Level
ISCED Level 2 Lower secondary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Iterative research was conducted to establish factors which have contributed to the dramatic decline in the number of pupils selecting GCSE Design and Technology- “a decrease of over 50% since 2011” (Joint Council for Qualifications 2018). The literature review and data collection indicated many factors that may have resulted in the decline of entries within GCSE DT, such as the lack of creativity and real-world problem-solving in Design and Technology projects and the implementation of the EBacc in 2011, which promotes some subjects as more valuable than others. The study intended to address if a ‘values-driven intervention’ would encourage more pupils to study GCSE Design and Technology. The values driven intervention increased willingness to take D&T at GCSE, with a 100% increase in the number of pupils wanting to study DT GCSE.
Description
Keywords (free text)
design education, design and technology, teaching methods