Reflecting on the Implications of the 2025 Curriculum and Assessment Review for Design and Technology in England

Authors

  • Matt McLain Liverpool John Moores University https://orcid.org/0000-0002-8691-3155
    • Writing – Original Draft Preparation
  • Alison Hardy Nottingham Trent University
    • Writing – Original Draft Preparation

DOI:

https://doi.org/10.24377/DTEIJ.article3433

Keywords:

Curriculum and Assessment Review, England, Equity and Access, Inclusivity, Knowledge, Sustainability

Abstract

This reflection critically examines the implications of the 2025 Curriculum and Assessment Review (CAR) for Design and Technology (D&T) education in England. Drawing on our role as expert advisors to the Department for Education (DfE), we explore the Review’s recommendations for clarifying the subject’s purpose, refining curriculum content, and embedding sustainability, social responsibility, and inclusivity. We argue that while the Review articulates a progressive vision for D&T, significant challenges remain in addressing systemic barriers such as declining participation, inequitable access, and assessment practices. The discussion highlights opportunities for strengthening applied knowledge areas (digital literacy, oracy, and climate education) while cautioning against structural constraints that risk further marginalising the subject. We conclude that realising the Review’s ambitions requires targeted investment in teacher development, infrastructure, and inclusive curriculum design, alongside assessment reform. Without these measures, D&T’s potential as a vital bridge between creativity, technology, and societal needs may remain unrealised.

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Author Biography

  • Matt McLain, Liverpool John Moores University

    Matt is an experienced teacher educator, having previously taught design and technology (D&T) in two Merseyside secondary schools. He is passionate about learning, in particular pedagogy, didactics, design thinking and technological activity. As an academic, Matt has experience in educational leadership and management, as well as working as a senior lecturer, educating the next generation of teachers, as excellent practitioners, valuing social inclusion, collaboration, leadership and research.

    Matt is also an active member and Trustee of the D&T Association. As a curriculum influencer, he was involved with the redrafting of the National Curriculum (2014), advising on non-statutory guidance for the DfE’s D&T Expert Group for the new programmes of study and on the future of the subject. He has also advised on and contributed to the development of the 2017 GCSE and A/AS Level Subject Criteria for design and technology as a drafter for the DfE.

    Matt is research active and complete his PhD by Published Work in December 2022, which focused on demonstration as a signature pedagogy in D&T. His other professional and research interests include subject knowledge development, curriculum design and philosophy of technology. He has recently been using research methods, including Q Methodology in his research, adopting a philosophical perspective influenced by Pragmatism and Cultural Historical Activity Theory.

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Published

2025-12-19

Issue

Vol. 30 No. 3 (2025): Design and Technology Education: An International Journal

Section

Reflection

License

Copyright (c) 2025 Matt McLain, Alison Hardy

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How to Cite

McLain, M., & Hardy, A. (2025). Reflecting on the Implications of the 2025 Curriculum and Assessment Review for Design and Technology in England. Design and Technology Education: An International Journal, 30(3), 5-9. https://doi.org/10.24377/DTEIJ.article3433

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