As you read in the first chapter, there have been several rationales put forward for the inclusion of design and technology in the curriculum. Some focused on economic concerns, some on the development of technological awareness, while others have supported the inherent value of offering pupils opportunities to create and solve problems. The value of ‘learning by doing’ has also been recognised, as has the significance of the ‘concrete language’ of design and technology and its relationship to the notion of ‘capability’ (Kimbell et al., 1996). In view of all these different understandings, the following may help to set the scene for the discussion that follows:
Learning design and technology helps to prepare young people for living and working in a technological world. It does this by teaching the technical understanding, design methods and making skills needed to produce practical solutions to real problems. It stimulates both intellectual and creative abilities and develops the personal qualities needed to complete a design project from initial to finished product.