'...we're not designing for a specific user at key stage 3'. Teachers' lack of planning of user-centred tasks in Design and Technology at key stage 3 in England and implication this has for pupils’ understanding of complex design tasks

Abstract

This paper discusses the importance of user-centred design by outlining its history , embodiment in national and international standards (for example, British Standards Institute, 2005) and its relevance in addressing the needs of an ageing population. It also outlines how a user-centred approach to design and technology has been part National Curriculum in England since 1989. Using data collected from two schools which includes, teacher interviews (n=4); pupil focus group interviews (12 pupils comprising 6 boys and 6 girls from two schools); a pupils survey (n=50) and departmental documents such as schemes of work, we found that many of the tasks teachers plan for students, do not provide them with the opportunities that allow for a user-centred approach. We discuss the implications of this and make some initial conclusions as part of our on-going research