I'll be surprised if DfE were to turn down the recommendations of the expert group that D&T / ICT / Citizenship should become an aspect of the Basic Curriculum in English schools as opposed to the heavily prescribed National Curriculum. If other recommendations that play to the Secretary of State's preoccupations (and our PISA success) are to be accepted (eg more real subjects for all at GCSE), then something will have to give from the National Curriculum.
It will, of course, sting with Citizenship and D&T teachers / supporters that these areas have been identified as lacking "sufficient disciplinary coherence". The report says in #4.8:
Despite their importance in balanced educational provision, we are not entirely persuaded of claims that design and technology, information and communication technology and citizenship have sufficient disciplinary coherence to be stated as discrete and separate National Curriculum ‘subjects’. We recommend that ... Design and technology is reclassified as part of the Basic Curriculum [and that] programmes should be developed by schools in response to local needs and interests, which is why we take the view that a reclassification to the Basic Curriculum is desirable [58].
Footnote 58 adds:
Implicit in this judgement is a view of disciplinary knowledge as a distinct way of investigating, knowing and making sense with particular foci, procedures and theories, reflecting both cumulative understanding and powerful ways of engaging with the future. In this sense, disciplinary knowledge offers core foundations for education, from which the subjects of the curriculum are derived. Some very worthwhile areas of learning apply such knowledge in particular ways or foreground particular areas of skill or competence – but have weaker epistemological roots. Our judgement about possible reclassification is based on the balance of advantage, given the need to reduce prescription in the National Curriculum.
Quite so. The question for those interested in sustainability issues generally, is what difference this will make when such changes come into effect in 2014.
In relation to D&T, this is unlikely to vanish (though the title might). Many schools are likely to welcome that D&T is to be liberated from the National Curriculum straightjacket because of the freedom that this will give for a more focused look at what they see as important issues; one consequence may even be a break up of D&T within schools. Where there are already strong links to local business, enterprise or social activity, these will likely be developed. Much of this could be excellent – and could well play directly to existing links that are focused on sustainable design, and the important issue of food and health.
Surely, in some schools (I'd say a lot), design / food / etc as a focus will actually grow and thrive, and be even more relevant to students' lives. Much to welcome here, perhaps.
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