Goldsmiths - University of London

Context

Analysis of Curriculum 2000 d&t identified a mismatch between the ‘Importance of D&T’ statement, the Programmes of Study and Attainment Target with regard to creativity, innovation and teamwork. There was also concern that innovative learners were being penalised by GCSE assessments. As a result the DfES D&T Strategy Group recommended research into the practice and assessment of creativity and innovation in D&T.

Brief

The team was asked to research into the mismatch and to develop strategies to address the needs identified, appropriate for use from Year 6 to GCSE. We were tasked with developing approaches to en-skilling teachers in fostering and assessing creativity and innovation, including the effective use of ICT and team-work.

Methodology

The project involved three interlinked phases:

• exploring performance descriptors of design innovation;
• examining classroom practices that encouraged it;
• developing assessment activities that promoted its evidence.

The team worked with advisors and teachers from three nominated LEAs; with the GCSE Awarding Bodies and Chief Examiners; and with d&t professionals at QCA.

Outcomes

The project resulted in a 6 hour activity structure that could be used across all material areas in d&t and an assessment framework that identified qualities and criteria for assessing creative, innovative performance. One Awarding Body is now piloting a GCSE exam based on the work and a follow-up project - the e-scape project - has taken the work forward through exploring the development and use of on-task e-portfolios.