Abstract
This paper assesses the potential impact of two performance measures on equality of access to a general education for all pupils. It argues that government policy, which on the surface appears to facilitate equality of opportunity, is in fact marginalising some school subjects and appropriate qualifications. Focussing on the subject design and technology (D&T), this paper illustrates the potentially limiting effect of school performance measures on pupils' opportunity for a broad and balanced education. This paper has four parts. This paper firstly explains two government school performance policies that are the context for the decline, secondly it presents three scenarios where pupils are guided to study certain qualifications, thirdly it proposes how these scenarios might lead to a narrowing of the D&T curriculum content, the final section presents arguments why D&T is an important component of all pupils' education. D&T is used to illustrate the consequence of school performance measures that is relevant to other marginalised subjects. Therefore, this paper will be of interest to others who represent subjects, such as art and design, drama and music. The five reasons for D&T as part of a general education could be reframed for other subjects.
Highlights
In September 2010 the Department for Education introduced the Ebacc, which was to be both a performance measure and a certificate of achievement for individual students (Education Select Committee 2011)
Qualifications permitted in the ‘open group’ bucket include non-Ebacc GCSEs, such as art and design (A&D), design and technology (D&T), drama and music, and vocational qualifications such as the new Technical Awards that are ‘broad, high quality qualifications that equip students with applied knowledge and associated practical skills not usually acquired through general education’ (Department for Education 2015, p.3)
Potential consequences of the performance measures on one marginalised subject: design and technology Understandably many school leaders are reacting to these two performance measures by making changes to their school’s curriculum, prioritising some non-Ebacc subjects over others
Summary
Focussing on the subject design and technology (D&T), this paper illustrates the potentially limiting effect of school performance measures on pupils’ opportunity for a broad and balanced education. This paper firstly explains two government school performance policies that are the context for the decline, secondly it presents three scenarios where pupils are guided to study certain qualifications, thirdly it proposes how these scenarios might lead to a narrowing of the D&T curriculum content, the final section presents arguments why D&T is an important component of all pupils’ education.
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