Why class projects no longer have a space in DT teaching in 2023

Firstly, what do I mean about a class projects? Class projects in DT is when the whole class has been given a particular task to perform, to the best of their abilities, regardless of students passions and inclinations. All students must work on the same steps in other to achieve the completion of a product. The final product is then graded according to the precision of the execution. That's it. Some examples? 2D designed and laser cut wall clocks, pewter keyrings, laser cut and line bent acrylic phone holders, timber jewellery boxes (with joints).

Sure, by the end of the project, as a teacher, you will be able to assess if all students have learnt a particular skill and manufacturing process. But beyond that?

In these types of projects, the development of ideas can be very limited. Sure, they might design different colours of acrylic inserts for their pewter keyrings; they might play around with sizes for their phone or tablet holders… But if you are giving students one type of material to work with, and one unique way of manufacturing (to solve a problem), are you really nurturing their creative thinking skills? There might be a place for class projects, but I do not believe it should be the only thing we do in DT.

Certainly, students that have done only class projects since Year 7 will have a disadvantage when it comes to their GCSE's, and A-Levels (Internal Assessment in the IB); where students are asked to identify a problem, develop ideas, create the solution and evaluate it. How can we expect them to be creative when for years they were given very specific tasks with very little opportunity to explore solutions?

There is also another aspect to consider; you may propose students to do a class project that may have nothing to do with their individual passions and abilities. And, let's face it, if a teenager doesn't like something, they will just avoid putting any effort in it whatsoever. So, will they enjoy the workshop time, will they learn from it, will they want to pick DT as a subject next year? Will students want to take their project home afterwards, or are we just wasting energy and resources? Let's face it, all the uncollected project are most likely going to end up in landfill (but I will write another article on this another time.)

How much more empowering would be, instead, to give students the opportunity to pick their own theme; give them freedom to experiment with materials, allow them to mix and match techniques and processes?

In classes that follow this kind of experimental DT approach, you will find a buzzing atmosphere. Students are engrossed in the lessons, they put care and effort in completing a project, because it is their design.

It can be helpful to give students an overall theme, perhaps. In September, I gave my MYP4 (Year 10) the task to improve a space within in the school. Coincidentally, as I had recently completed by Counselling Diploma, I picked the office of our newly appointed school counsellor; with the aim to normalise the culture of speaking to a professional about mental health.

During the initial stage (R&A) students worked as a design team, and agreed on room layout, style, and colour palette of the room. Then they individually worked on a project for a particular product according to user needs, and began developing ideas. Students then came back to work as a group to put together a detailed proposal that included the cost of materials, and submitted it to the Head for approval after presenting their ideas. When the students received the OK, materials were ordered and each pupil began working. We will end up with one shelving unit, one coffee table, one desk organiser, a textile wall decor, a macramé clock, a tissue box, chair pillows, just to name a few… All of these projects are made independently, but students still needed to work as a design team and lease with school staff to make their vision happen. They also got to see different manufacturing precesses, used by their peers. Students were so intrigued by processes used by others, that they have already stated that they will experiment with these for their second design project.

For me, it is exciting to see how giving more freedom to students will actually increase their productivity, and higher the standard of education. We must remember that kids of today are not the kids of 20 years ago. They do not like to be told what to do. However, they will ask for help when they need it. When you give them the choice to work on whatever they like, you are essentially giving pupils this message: I trust that you will come up with an amazing project. What ever you decide to make, I am here to support you, and show you different ways in which you can provide a solution to a problem. I am interested in the process of designing, much more than the execution of a perfect product (that would be the same project of your other classmates.) I value your creativity and your problem-solving skills. You are able to think outside the box and achieve great things.

Have I convinced you to try this kind of approach in your DT classes?

[Coming up next… “The Portfolio: a tool in DT teaching”. Stay tuned!]