ABSTRACT
Design and technology as a subject has much to offer children in the primary years. The history of design and technology as a subject in its own right is short. Its roots stem from a craft tradition (Eggleston, 1992). The inclusion of design and technology in the UK’s national curriculum from 5-16 (the first time in any country) is very significant. This is part of a recent history in which the government has sought to influence the technology curriculum specifically, i.e., Technical and Vocational Education Initiative (TVEI); Educational Support Grant (ESG); Grant for Education Support and Training (GEST); and most recently 20-day courses. Those considering specialization, and those examining the role of design and technology coordinator for the first time may be struck by the size or breadth of the subject and by the range of extent and styles of implementation from classroom-to-classroom, phase-to-phase and school-to-school (DES, 1992a; 1994).
