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Rethinking D&T

Real-world problems need practical minds

The UK is struggling with an annual shortfall of 59,000 engineers. So we need more young people to choose a future in engineering. We believe the solution is to engage young people at an early age with exciting, industry relevant Design and Technology lessons.

Student building an electronics prototype.
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"Design and Technology should be as riveting and relevant as the career it channels into. Logical, creative and practical, it’s the only opportunity that school students have to apply what they learn in maths and science – directly preparing them for a future in engineering."

James Dyson

Inventor

Two students building a wooden prototype in Design and Technology.

Proposed solution

Enabling project-based learning

We believe in a Design and Technology curriculum based on an iterative design process and project-based learning. Students then understand the relevance of the subject, which can lead to increased numbers opting to study Design and Technology at GCSE level and, hopefully, choosing a career in engineering.
CAD software on a laptop linked to a 3D printer in a Design and Technology lab in school.

Testing the theory

A problem-led curriculum

In 2012 we donated £75,000 to five secondary schools in Bath, UK, to allow them to buy cutting-edge equipment and develop their D&T labs. We worked with teachers to build a problem-led curriculum, one that encourages students to work in teams on a design brief, to prototype, iteratively test and redesign their inventions.

Key outcomes

37% more students taking D&T at GCSE

"The James Dyson Foundation projects have been helpful to my learning as at the start I was more concerned with designing something pretty and now I am more interested in solving problems by testing different methods."

Female student

Key outcomes

113% more girls taking Design and Technology at GCSE

"I think more women should go into engineering. I think it would be really cool to be an engineer and make engines and things"

Female student

Key outcomes

3.7% more students taking D&T at A-level than the national average

"Taking part in the JDF project has enabled KS4 numbers to grow enormously. In September we’ll have the first A-level Design and Technology group with viable numbers for as long as I can remember."

Senior teacher

Key outcomes

29% increase in the number of students who enjoyed D&T lessons

"I enjoy the James Dyson Foundation projects as they are hands on and you have the freedom to do what you want when you go into the workshop."

Female student

Key outcomes

28% more students think engineering is a good job

"If we’re going to find the next generation of engineers we’re not going to do it by having Design and Technology where you already have a predetermined set of outcomes."

Senior teacher

Key outcomes

79% of students agreed that D&T helps their learning in other subjects

"Design and Technology has helped a lot in maths, like getting quicker additions in my head – so I know what measurements I might need and things like that."

Female student

Key outcomes

156% more students would like to pursue a career in engineering

"You can’t always make something perfect because you are going to have steps along the way when you think “oh that doesn’t work’ and you have to find a solution, it is that bit that I really enjoy."

Female student

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A teacher a two students discussing a design and technology problem-solving project.

The James Dyson Foundation Schools report

Measuring our impact

Read our full project report for more details on our hypothesis, methodology, results and recommendations.
A Design and Technology student soldering his electronic prototype.

D&T support

Make it happen in your school

Based on our work with the Bath schools, we have developed a series of free lesson plans and advice for all schools looking to teach a project-led D&T curriculum.
Find out more

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Universities

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