Exploring teacher activity in primary design and technology lessons

Abstract

This paper illustrates actions and behaviours employed by English primary school teachers in teaching design and technology in the present context of the statutory National Curriculum framework for primary design and technology. It considers perspectives relating to general pedagogy, teacher activity and the possible contribution of learning theory and factors which influence choice of teaching methods. A number of sources of evidence are utilised including school inspection reports, teacher interviews and lesson observation. Two contrasting lessons,
which illustrate some of the tensions faced by teachers, are considered and aspects of
relevant statutory and non-statutory curriculum and guidance documents are explored. Based on a small nonrepresentative sample this research sought to illustrate and explore teaching activity, a larger sample would be required to confirm the findings. A source of tension is identified in that teachers are charged with delivering
specified knowledge and skill based outcomes, whilst at the same time developing pupil creativity. Suggestions of
alternative approaches to the categorisation of teaching methods, including a form of taxonomy of primary design and technology methods, are made.