Technologies

From their earliest years children use their natural curiosity and imagination to solve problems they encounter in their play. They very quickly develop skills in using tools and processes, for example to make and modify things and prepare food. With little input from adults they can often become adept at using computers and digital media. They respond enthusiastically to new technologies and learn very quickly how to use them. Teachers can capitalise on this natural enthusiasm in their planning of learning and teaching in technologies.

The technologies value and promote the development of practical skills as the core of their experiences. Much of the learning is therefore hands-on and active. This practical focus is attractive to young people, and can be used as a springboard for the development of important attitudes, skills and knowledge.

As young people’s technological capability improves, teachers can offer scope for them to become more independent in designing solutions to real-life needs and challenges. They learn how people use creative thinking to help to address the needs and wants of society. They begin to think critically and evaluate processes and products, becoming more practised at considering whether design solutions - their own and those of others - work, and if they are appropriate for the purpose. Importantly, they need opportunities for research and discussion about the impact of technologies on society and the environment.

The technologies provide fruitful territory for teachers to design challenging and motivating interdisciplinary work and projects, potentially with all other areas of the curriculum.

Colleges are important contributors in this area of the curriculum. They can provide valuable opportunities to enable young people to develop their knowledge and practical skills in a work-related context, potentially leading to more specialised training and employment.