Local D&T DLAP Syllabus (State Schools)

Scroll down for further details on the Rationale behind the local D&T Syllabi development

Middle School DLAP (state schools) Syllabus (Y7&8)

For general outline of this course see here.

Select a section from this syllabus to read further:

During Y7 and Y8 students are also introduced to the Graphical Communication component, that supports building skills for D&T and the optional subject Graphical Communication. The following booklets are guided worksheets for students to work at school or at home.

Secondary School DLAP (state schools) Syllabus (Y9-10-11)

Select a section from this syllabus to read further:

Every Year Syllabus has a list of recommended content ranges that outline which content is examinable during annual assessment exams. The lists are available here:

COVID-19 Mitigation Measures for D&T

Visit the COVID-19 School and Syllabus mitigation page, here.

Rationale of Local D&T syllabus

All local syllabi are based on the National Minimum Curriculum (NMC) guidelines and the Learning Outcomes Framework (LOF). The full revamp of the D&T syllabus carried out after the LOF Project aligned the new syllabus with both International subject developments and local strategic needs for the future of Design and Technology Education, STEM areas of study and various cross curricular themes.

The current D&T syllabus is non prescriptive, meaning that it does not state that students need to learn a particular material, or using a particular tool or process. The D&T syllabus is based on Learning outcomes under 6 strategic Foci as follows:

Keith Galea 2015

In Design and Technology students are actively learning to become decision makers. Informed and practiced decisions can be taken at all levels. This is the cornerstone of innovation. D&T aims to foster the basic foundations of innovative thinking:

  • Curiosity
  • Independent thinking
  • Creativity
  • Technical understanding to turn ideas into reality
  • not being afraid to risk and fail in order to learn and strive
  • sense of ownership of own actions and work

This might sound idealistic or theoretical but in practice during D&T these concepts are dealt with throughout every lesson. The approach is to provide a safe and scaffolded way to present this culture to students. For example during a D&T mid-yearly project students go through the following experiences:

  • Design and build simple models to introduce a theoretical concept for example mechanical linkages, leading to feel at ease at designing and making something they can relate to. (Curiosity)
  • Choosing a main project from given SEC Project themes by identifying their own problem area, researching about it and proposing their full learning plan in a D&T project proposal (Independent thinking)
  • Expressing their personal likes and preferences in group discussions, project themes, presentations and being free to design their own products, finishes and also promote their causes or cultural beliefs (Creativity)
  • Experiment with technology at a concrete level avoiding abstract technology- Students will understand the origins of materials, the complexity of smart machines and the basic building blocks of electronic systems with an ‘open box’ approach. They are not just consumers of electronic products, they are shown the foundation skills, discrete electronic components, raw mechanical systems, basic electricity concepts, hands on heat processes on metals and so on. Learning by experiencing technology in its simplest form is the foundation for larger projects which are then tackled at a later stage. (Technical understanding)
  • Goes without saying that risk taking and ownership of own design and make work is granted when students work on several projects each year.

Read further through the above syllabus links documentation..

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