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Mechanisms of curriculum change at key stage 3

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conference contribution
posted on 08.05.2006, 17:03 authored by Michael Harrison
The paper will draw on findings from an on-going research project into the implementation of design and technology at Key Stage 3. Since the beginning of 1990 I have kept regular contact with one school in order to observe the issues that have arisen as the nature of Design and Technology has been revealed, and have tested the data thus obtained against the experience of Design and Technology teachers from a range of schools who have attended our Summer Schools. The paper will begin with a brief review of the development of curriculum studies since the 1960s in order to establish the relevant features of the models that may apply and then consider the nature of Design and Technology teaching as it has initially emerged from such parent disciplines as Business Studies, CDT and Home Economics. The final section of the paper will reflect on the particular strengths that teachers from the parent subjects appear to be bringing to the teaching of Design and Technology. It will then pose some questions about how well Design and Technology as articulated in the National Curriculum is representing design and technological activity in the world and necessary INSET requirement.

History

School

  • Design

Research Unit

  • IDATER Archive

Pages

19036 bytes

Citation

HARRISON, M., 1992. Mechanisms of curriculum change at key stage 3. IDATER 1992 Conference, Loughborough: Loughborough University

Publisher

© Loughborough University

Publication date

1992

Notes

This is a conference paper.

Language

en

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