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RETHINKING DESIGN & TECHNOLOGY

GLOBAL PROBLEMS NEED PRACTICAL MINDS

The UK suffers a shortfall of 59,000 engineers every year (EngineeringUK). To solve this, we need more young people to choose a future in engineering. The best way to achieve this is by engaging students at an early age in exciting, industry-relevant Design and Technology (D&T) lessons.

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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

PROPOSED SOLUTION

ENABLING PROJECT-BASED LEARNING

We believe in a Design and Technology curriculum that is based on an iterative design process and project-based learning. Students can then understand the relevance of the subject, leading to increased numbers opting to study D&T at GCSE level.

TESTING THE THEORY

A PROBLEM-LED CURRICULUM

In 2012, the James Dyson Foundation donated £75,000 to five secondary schools in Bath (UK) to allow them to buy cutting-edge equipment and develop their D&T labs. The Foundation worked with teachers to build a problem-led curriculum, encouraging students to work in teams on a design brief, to prototype, iteratively test and re-design their inventions. In 2024, the Foundation provided further funding to allow these schools to update their equipment and lab spaces.

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 D&T 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 Foundation's 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 D&T 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's that bit that I really enjoy!"

Female Student

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BATH SCHOOLS REPORT

MEASURING OUR IMPACT

Read the James Dyson Foundation's full project report for more details on our hypothesis, methodology, results and recommendations.

READ THE REPORT

D&T SUPPORT

MAKE IT HAPPEN

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

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UNIVERSITIES

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