Factors Contributing Towards Low Ability and Disaffected Pupils Having a Positive Perception of the Relevance of Design and Technology: a case study in a Welsh secondary school

Abstract

Discussion of the relationship between pupils’ perceived relevance of an activity and their levels of engagement has appeared on the UK educational agenda, (Ofsted 2005:51-52, Davies et al, 2004:147, Daniels et al 1998:5.5, Denton, 1992), but not with the frequency which might be expected.  Initial research in the primary author’s school found that a group of low ability and disaffected pupils had a very positive perception of the “relevance” of design and technology. In contrast the literature reviewed suggested that pupils in their samples had a low perception of the “relevance” of design and technology.  Pupil understanding of the term relevant / relevance has previously been explored by the authors (Thomas and Denton, 2006). Developing on this the findings from this paper suggest that there are a range of strategies employed to promote the relevance of the subject in classroom practice, departmental documentation, policies, development plans and schemes of work. The implications of these strategies for educational practitioners and other stakeholders are discussed