Loughborough University
Leicestershire, UK
LE11 3TU
+44 (0)1509 263171
Loughborough University

Loughborough University Institutional Repository

Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/3412

Title: Carrying the torch - can student teachers contribute to the survival of design and technology in the primary curriculum?
Authors: Davies, Daniel
Rogers, Maggie
Egan, Bridget A.
Martin, Mike
Keywords: Primary
Initial teacher training
Student teachers
Planning
Issue Date: 2000
Publisher: © DATA
Citation: DAVIES, D. ... et al, 2000. Carrying the torch - can student teachers contribute to the survival of design and technology in the primary curriculum? IN: Kimbell, R. (ed.). Design and Technology International Millennium Conference. Wellesbourne : The D&T Association, pp. 47-52
Abstract: Not since the statutory introduction of design and technology as a foundation subject at Key Stages 1 and 2 in the National Curriculum for England and Wales in 1990 has there been more pressure on its survival in primary schools than at present. The ‘deregulation’ of the non-core curriculum to make way for the introduction of National Literacy and Numeracy Strategies has, according to Rogers and Davies (1999), had a devastating effect upon the classroom time it is currently allotted in many schools. The situation is, if anything, more acute in primary initial teacher training (ITT), where the impact of a series of government circulars, culminating in Department for Education and Employment (DfEE) Circular 4/98, has reduced total course provision in design and technology for the majority of students to a few hours. Although some hope may be on the horizon – in the shape of the new rationale for the subject in the Secretary of State’s proposals for Curriculum 2000, and the positive exemplification provided by the national Scheme of Work (QCA/DATA, 1999) – the situation is currently very difficult for primary student teachers required to teach design and technology during their school experience. Unless these opportunities are made available, a generation of primary student teachers may emerge from training with little or no experience of classroom or college design and technology, thus risking undoing much of the good work in teacher development undertaken during the last decade. It may then be too late to undo the damage done to the concept of a ‘balanced curriculum’ in which design and technology has a significant part to play.
Description: This is a conference paper
URI: https://dspace.lboro.ac.uk/2134/3412
ISBN: 1898788480
Appears in Collections:D&T Association Conference Series

Files associated with this item:

File Description SizeFormat
40 Davies.pdf49.78 kBAdobe PDFView/Open

 

SFX Query

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.