Developing a more holistic approach to teaching, learning and assessment

Stories in this research study were used to provide authentic design and technology contexts for Key Stage 2 (11 year old pupils) and Key Stage 3 (13 year old pupils), in two different schools. Both learning contexts involved the pupils in problem solving and creative working in groups, two key skills of business and commerce. Dilemma, mystery and intrigue within the different stories invited the pupils to think, act, and reflect on a number of open-ended issues, some of which had no immediate or obvious answers. Classrooms for the 21st Century, it is argued (Marton et al., 1993; Wallace, 1996; Watkins, 2001), need to provide contexts for learning that will encourage children to think logically, critically and creatively, to reason and reflect, and be less dependent on their teachers. These qualities are essential if pupils are to be equipped with the learning dispositions and capability needed to manage complexity and uncertainty, and engage in futures yet to be envisaged. Both stories were used to stimulate and initiate purposeful Design and Technology activity that challenged pupils to think and act, individually and collectively. The stories provided new environments for pupils to think in and be creative, and helped place concepts in real and meaningful contexts (Vygotsky, 1987).