What Factors do Teachers of Design & Technology Feel may have led to the Decline in GCSE entries within England?

Participant Informed Consent
Researcher : Claire Vickery

By completing this survey you confirm that you agree to take part in this research project, and that the information you give can be used to help form a body of research that will be submitted to Buckingham University and disseminated on a wider scale to interested parties and the D&T community.

Participants will not be identified within this body of work. Data relating to participants within this survey is only asked so that the researcher can synthesise data which may be used in the final report, such as '63% of teachers who have taught for more than 10yrs felt.......'

After submission participants can seek to withdraw their data by contacting claire@sonderandmeraki.co.uk . However, in such circumstances, please be aware that only data which can be identified as your own can be withdrawn and therefore anonymous submissions may mean a withdrawal cannot be processed.

If you require further information prior to the completion of this survey please visit www.sonderandmeraki.co.uk or email claire@sonderandmeraki.co.uk

1.Only participants who give their informed consent by selecting below should continue with this survey. If you do not wish to give your informed consent to proceed, please exit the survey now.

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*Requiredxx

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I have read the information above and I give my informed consent to participate within this survey.

About you
(Your current role, previous experience and teacher training).

2.What is your most recent role in relation to Design and Technology education?

Teacher of D&T

Head of D&T department

Second in D&T department

Head of facility inclusive of D&T

Lead of D&T for a trust

Other

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3.Which age bracket do you sit within?

4.How long have you been a qualified teacher, including your NQT year?

5.Which region within England are you currently located?
(If you are located outside of England or between two regions, please choose the one in which your last teaching post was located).

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6.Do you feel that the area you are located within England particularly impacts your role as a teacher of Design and Technology or the decline within the subject? If so, why?

7.Please briefly explain your route into teaching.

For example, you may have completed teacher training at 21, straight after your degree or perhaps worked in industry for many years before completing a degree aged 48, followed by teacher training....

8. When completing your teacher training, in which subject did you mainly specialise?

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8.As D&T was not the subject that you originally trained within, please explain what has led you to now become a teacher of D&T.

9.What is the title of the qualification that you studied at degree level?

If you have any additional qualifications at higher education level, such as a Masters in Design or Masters in Education, please do also state these here in order of completion.

E.g. BA Hons in Design (Fashion/Textiles) ; MA in Education

10.How often did you work with the following material areas throughout your higher education?

If you have not completed a degree or an equivalent level of education, please choose 'never' for each option.

	Often	Sometimes	Always	Seldom	Never
answer all options	11	Electronic and Mechanical Systems	Often	Sometimes	Always	Seldom	Never
answer all options	11	Food Based Materials	Often	Sometimes	Always	Seldom	Never
answer all options	11	Metal Based Materials	Often	Sometimes	Always	Seldom	Never
answer all options	11	Paper and Board Based Materials	Often	Sometimes	Always	Seldom	Never
answer all options	11	Polymer Based Materials	Often	Sometimes	Always	Seldom	Never
answer all options	11	Textile Based Materials	Often	Sometimes	Always	Seldom	Never
answer all options	11	Timber Based Materials	Often	Sometimes	Always	Seldom	Never

11.Which of the following do you feel confident and competent in teaching:

Confident = belief that you are able to
Competent = possession of necessary knowledge/skill

	Highly confident and competent	Fairly confident and competent	Not confident or competent
answer all options	11	Electronic and Mechanical Systems (KS3)	Highly confident and competent	Fairly confident and competent	Not confident or competent
answer all options	11	Electronic and Mechanical Systems (KS4)?	Highly confident and competent	Fairly confident and competent	Not confident or competent
answer all options	11	Food Based Materials (KS3)	Highly confident and competent	Fairly confident and competent	Not confident or competent
answer all options	11	Food Based Materials (KS4)	Highly confident and competent	Fairly confident and competent	Not confident or competent
answer all options	11	Metal Based Materials (KS3)	Highly confident and competent	Fairly confident and competent	Not confident or competent
answer all options	11	Metal Based Materials (KS4)	Highly confident and competent	Fairly confident and competent	Not confident or competent
answer all options	11	Paper and Board Based Materials (KS3)?	Highly confident and competent	Fairly confident and competent	Not confident or competent
answer all options	11	Paper and Board Based Materials (KS4)	Highly confident and competent	Fairly confident and competent	Not confident or competent
answer all options	11	Polymer Based Materials (KS3)?	Highly confident and competent	Fairly confident and competent	Not confident or competent
answer all options	11	Polymer Based Materials (KS4)?	Highly confident and competent	Fairly confident and competent	Not confident or competent
answer all options	11	Textile Based Materials (KS3)?	Highly confident and competent	Fairly confident and competent	Not confident or competent
answer all options	11	Textile Based Materials (KS4)?	Highly confident and competent	Fairly confident and competent	Not confident or competent
answer all options	11	Timber Based Materials (KS3)?	Highly confident and competent	Fairly confident and competent	Not confident or competent
answer all options	11	Timber Based Materials (KS4)?	Highly confident and competent	Fairly confident and competent	Not confident or competent

Your thoughts, feelings and perspectives.

13.In your professional opinion, do you feel Design and Technology is the right name for the subject? If no, what would you suggest as more appropriate?

14.What do you feel the purpose of D&T should be? How do you feel this compares to your current experience within the subject?

15.What three words are most appropriate to describe the subject as it stands today? Please feel free to elaborate and to explain why if you so wish.

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16.What three words would you like to be able to use to describe the subject? What is stopping you from using these words now to describe the subject? What changes need to happen to allow this?

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17.The material areas which should be included within the subject are often well debated. However, in your professional opinion, which of the following material areas should sit within the national curriculum for Design and Technology?

Electronics and Mechanical Systems

Food Based Materials

Metal Based Materials

Paper and Board Based Materials

Polymer Based Materials

Textile Based Materials

Timber Based Materials

Other

*Enter answer

18.Please explain the choices you made in the last question. For example, why did you select certain material areas/why not others/where would you place them instead or maybe you see no need at all for these areas.

19.In your experience, is it a realistic expectation for teachers of D&T to be able to teach across all material areas, including Food?

Explain why/why not? What are the advantages/disadvantages of this? What should the expectation be?

20.Do you feel teaching spaces within design and technology should be multi-purpose to promote a holistic curriculum that encourages the merging of material areas? Why/Why not? What strengths, weaknesses, opportunities or threats may you experience or envisage in moving away from specialist areas to adopt this approach?

21.Please explain any current challenges you experience in your role as a teacher of the subject? (This could be anything at all and may include things such as funding, restraints imposed by your setting, target grades, workload, lack of tools and equipment, lack of technician/TA support etc.......)

22.If there was just one thing that could be done to increase the entries within the D&T GCSE, what would you suggest this should be?

23.On the scale below, how much do you agree with the following statement?

"In my professional experience, Design and Technology generally lacks adequate funding within secondary schools".

Strongly disagree in general

Disagree in general

Somewhat agree and somewhat disagree, however it is dependent upon the setting

Agree in general

Strongly agree in general

24.On the scale below, how much do you agree with the following statement?

"As a teacher of Design and Technology, I have sometimes felt quite isolated".

Strongly disagree in general

Disagree in general

Somewhat agree and somewhat disagree, however it is dependent upon the setting

Agree in general

Strongly agree in general

25.On a scale below, how much do you agree with the following metaphorical statement?

"Sometimes it feels like we are always forgotten in Design and Technology".

Strongly disagree in general

Disagree in general

Somewhat agree and somewhat disagree, however it is dependent upon the setting

Agree in general

Strongly agree in general

26.On a scale below, how much do you agree with the following metaphorical statement?

"SLT rarely understand our subject. They just don't seem to get it".

Strongly disagree in general

Disagree in general

Somewhat agree and somewhat disagree, however it is dependent upon the setting

Agree in general

Strongly agree in general

27.Reflecting upon your professional experience, please consider the following statement and what may have made somebody to feel this way.

"...Design and Technology is a subject for few and not for all".

28.If you were applying for a teaching job in a design and technology department, what would be your non-negotiable's?

For example, would it be that there were certain material areas that you could teach or that D&T was taught in a certain way, or that your timetable was structured in a particular way?

KS3 Curriculum

29.In your experience, who generally decides the curriculum that is taught within the subject, at school level?

All members of the department equally in collaboration

Head of Department

Head of Department in collaboration with some members of the department

Head of Faculty and Head of Department

Dictated at Trust Level

Other

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30.In your current setting, how are pupils taught at Key Stage 3?

If you are not currently in a setting, please reflect back to the last school which you were in.

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31.Reflecting upon your experience of teaching KS3, what are your preferences/thoughts on the different ways that KS3 tend to be taught?

You may wish to discuss strengths, weaknesses, opportunities and threats.

Material areas are clearly defined and pupils rotate to a new teacher for each material area.
Material areas are clearly defined and pupils rotate to work within these areas, however pupils maintain the same teacher for each material area.
There is a holistic approach to the curriculum meaning material areas are merged and not taught in isolation.

32.Which material areas are included in the Design and Technology curriculum at KS3 in your most recent setting (whether taught holistically or in isolation)?

Electronic and Mechanical Systems

Food Based Materials

Metal Based Materials

Paper and Board Based Materials

Polymer Based Materials

Textile Based Materials

Timber Based Materials

Other

*Enter answer

33.Which material areas do you feel should be included in the Design and Technology curriculum at KS3 (whether taught holistically or in isolation)?

Electronic and Mechanical Systems

Food Based Materials

Metal Based Materials

Paper and Board Based Materials

Polymer Based Materials

Textile Based Materials

Timber Based Materials

Other

*Enter answer

34.How many minutes a fortnight are allocated to pupils within the subject, as a whole, at Key Stage 3?

Slide from left to right

35.How many minutes a fortnight do you feel is an adequate and realistic allocation to pupils within the subject, as a whole, at Key Stage 3?

Slide from left to right

36.Are your KS3 classes timetabled any extended lesson time, such as doubles or triples?

Yes - All year groups have at least one class in KS3 that have at least one extended lesson, such as a double or triple, a fortnight.

Yes - Some year groups have at least one class in KS3 that have at least one extended lesson, such as a double or triple, a fortnight.

No - None of the year groups, in KS3, have a class that have at least one extended lesson, such as a double or triple, a fortnight.

Other

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37.Do you feel the D&T curriculum is.....

	Yes definitely	Not at all	In some ways
answer all options	11	Ambitious?	Yes definitely	Not at all	In some ways
answer all options	11	Clear and Concise?	Yes definitely	Not at all	In some ways
answer all options	11	Experimental?	Yes definitely	Not at all	In some ways
answer all options	11	Creative?	Yes definitely	Not at all	In some ways
answer all options	11	Promotes Teacher Agency?	Yes definitely	Not at all	In some ways
answer all options	11	Well structured?	Yes definitely	Not at all	In some ways
answer all options	11	Ill-fitting?	Yes definitely	Not at all	In some ways
answer all options	11	Narrow?	Yes definitely	Not at all	In some ways
answer all options	11	Aspirational?	Yes definitely	Not at all	In some ways
answer all options	11	Exciting?	Yes definitely	Not at all	In some ways
answer all options	11	Rigorous?	Yes definitely	Not at all	In some ways
answer all options	11	Out Dated?	Yes definitely	Not at all	In some ways
answer all options	11	Impractical?	Yes definitely	Not at all	In some ways
answer all options	11	Appropriately Balanced?	Yes definitely	Not at all	In some ways
answer all options	11	Arduous?	Yes definitely	Not at all	In some ways
answer all options	11	Ambiguous?	Yes definitely	Not at all	In some ways
answer all options	11	Broad?	Yes definitely	Not at all	In some ways
answer all options	11	Progressive?	Yes definitely	Not at all	In some ways
answer all options	11	Complex?	Yes definitely	Not at all	In some ways
answer all options	11	Imaginative?	Yes definitely	Not at all	In some ways
answer all options	11	Restrictive?	Yes definitely	Not at all	In some ways
answer all options	11	Inspiring?	Yes definitely	Not at all	In some ways

38.Please elaborate on the way in which you rated the words in the following question.

Additionally, if there are other words that you would like to suggest, please do so here.

39.How well do you think the D&T national curriculum is written to allow schools to meet each of the targets it sets out?

	Definitely Meets	Partially Meets	Not Met
answer all options	11	develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.	Definitely Meets	Partially Meets	Not Met
answer all options	11	build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.	Definitely Meets	Partially Meets	Not Met
answer all options	11	critique, evaluate and test their ideas and products and the work of others.	Definitely Meets	Partially Meets	Not Met
answer all options	11	understand and apply the principles of nutrition and learn how to cook.	Definitely Meets	Partially Meets	Not Met

40.Do you feel the four aims of the national curriculum below capture the essence of what D&T is and are appropriate aims? If not, why not? How would you amend/rewrite these?

41.Do you feel the national curriculum encourages an appropriate balance of exploring, designing, creating, evaluating and knowledge?

	Not enough	About right	Too much
answer all options	11	Exploring	Not enough	About right	Too much
answer all options	11	Designing	Not enough	About right	Too much
answer all options	11	Creating	Not enough	About right	Too much
answer all options	11	Evaluating	Not enough	About right	Too much
answer all options	11	Core/Technical Knowledge	Not enough	About right	Too much

42.How would you rephrase the words Exploring, Designing, Creating, Evaluating and Core/Technical Knowledge to reflect the key concepts within your personal vision of D&T?

43.Do you ask for voluntary contributions in KS3?

Yes - Parents are asked to pay a set cost at the beginning of the year, which is followed up or has consequence if no payment is made, such as the pupil is unable to take home their work.

Yes - Parents are asked to pay a set cost at the beginning of the year. However, payments are not strictly monitored and do not have a consequence or impact if unpaid.

Yes - Pupils are asked to bring in a nominal amount at the end of a project, so that they can take their project home. This is monitored and only those that bring in the contribution will be able to take their project away.

Yes - Pupils are asked - but we do not strictly monitor this - to bring in a nominal amount at the end of a project, so that they can take their project home.

Yes- Pupils are asked to pay for or provide all materials and ingredients that are used within projects (unless a prior arrangement has been set up for particular pupils such as PP/FSM). This is monitored and strictly followed, meaning there are follow ups/consequences if this isn't paid or provided.

Yes- Pupils are asked to pay for or provide all materials and ingredients that are used within projects (unless a prior arrangement has been set up for particular pupils such as PP/FSM). This is not strictly monitored and there is no follow up, impact or consequence if pupils do not do this.

Some - Pupils are asked to pay/provide some materials and ingredients but not all. This is monitored and strictly followed, meaning there is follow ups/consequences/impact if this isn't paid or provided.

Some - Pupils are asked to pay/provide some materials and ingredients but not all. This is not strictly monitored and there is no follow up, impact or consequence if pupils do not do this.

No - No voluntary contributions are asked for.

KS4 Curriculum

44.In which year do pupils begin their option subjects?

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45.How long do you feel in your professional opinion and experience, should be allocated for pupils to complete the GCSE course?

One academic year beginning in year 11

Two academic years beginning in year 10

Three academic years beginning in year 9

Four academic years beginning in year 8

Other

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47.Please explain what/who influenced the choices selected above:

49.Why do you feel these specifications should be offered?

50.Do you feel the Design & Technology GCSE as a whole (the NEA and written exam) is fairly and effectively assessed? Why/Why not? What suggestions would you make to improve the assessment process?

51.Do you feel the KS4 specifications encourage an appropriate balance of exploring, designing, creating, evaluating and technical knowledge?

	Not enough	About right	Too much
answer all options	11	Exploring	Not enough	About right	Too much
answer all options	11	Designing	Not enough	About right	Too much
answer all options	11	Creating	Not enough	About right	Too much
answer all options	11	Evaluating	Not enough	About right	Too much
answer all options	11	Core/Technical Knowledge	Not enough	About right	Too much

52.If you could create a new specification for the subject, how would you structure this?

53.Are pupils who opt for Design and Technology (or the equivalent at GCSE level) automatically given a place on the course? Or is there an application process or aptitude test? Do behaviour or any other considerations get taken into account?

54.How do you feel about target grades for pupils? In your experience how are these generally generated and does this method create accurate targets within design and technology?

55.How many minutes a fortnight are allocated to pupils within the subject at Key Stage 4?

Slide from left to right

56.Are your KS4 classes timetabled any extended lesson time, such as doubles or triples?

Yes - All specifications taught within the department at KS4, have at least one extended lesson, such as a double or triple, a fortnight.

Yes - Some specifications taught within the department at KS4, have at least one extended lesson, such as a double or triple, a fortnight.

No - None of the specifications taught within the department at KS4, have an extended lesson, such as a double or triple, a fortnight.

57.How many minutes a fortnight do you feel is an adequate and fair allocation to pupils within the subject at Key Stage 4?

Slide from left to right

58.In your experience, how has the timetabling/duration of lessons impacted the subject?

Continued Professional Development

59.Within the last year what proportion of your directed continued professional development (such as inset days/twilights) would you estimate was subject specific?

Slide from left to right

60.Within the last year what proportion of your directed continued professional development (such as inset days/twilights) would you estimate was related to teaching in general, rather than been subject specific development?

Slide from left to right

62.In general, do you feel that there is a lack of high quality and easily accessible subject specific continued professional development available for the following in D&T?

	Yes	No
answer all options	11	Teaching Assistants	Yes	No
answer all options	11	Technicians	Yes	No
answer all options	11	Non-Specialist/Non-Qualified Teachers	Yes	No
answer all options	11	Trained Teachers of D&T	Yes	No
answer all options	11	Head of Department/Head of Faculty	Yes	No

62.Reflecting upon your experience, please explain the particular areas that lack CPD opportunities. This could be for yourself, as a teacher or for other colleagues such as health and safety, maintaining tools and equipment etc

63.Have you ever felt that you have had to 'fight' to enable yourself or others to attend health & safety training within the subject?

Yes

No

Please choose this option if you would prefer to explain your answer

*Enter answer

64.Please explain any ways in which you feel your teacher training, could have better prepared you for life as a teacher of Design and Technology.

65.In your experience, do you feel teachers who have previously worked professionally within a relevant design and technology career, are better placed as teachers, than those who have not had this experience? Is this experience relevant? Why/Why not?

66.In your experience, is the school day conductive of allowing time for teachers to have professional dialogue with each other, to build relationships, offer support and reflect?

Yes

No

66.Please suggest, in your professional opinion, what could be done to support teachers in being able to have the time to conduct professional dialogue with each other, build relationships, offer support and reflect?

67.Have you ever spent time liaising with a professional of primary education, secondary science or secondary mathematics, to collaborate, discuss, share resources or plan a design and technology curriculum? If yes, please explain further how you set this up and the purpose of your professional dialogue.

68.Are you a member of the Design and Technology Association?

Yes, my school have a departmental membership and I am an active member, who uses the resources at least once a month and participates within relevant events.

Yes, my school have a departmental membership and we receive the magazines, however I do not tend to access the resources or regularly participate.

Yes, I have an individual membership and I am an active member, who uses the resources at least once a month and participates within relevant events.

Yes, I have an individual membership and receive the magazines, however I do not tend to access the resources or regularly participate.

No, I do not have membership either as an individual or through my department.

Other

*Enter answer

68.How long have you been a member of the Design and Technology Association?

69.If you would like to elaborate further on your thoughts, feelings and experiences of the Design and Technology Association, such as why you are a member/why not/the advantages and disadvantages/the support you have been given etc, please do so here.

About Others
(The perceptions they portray).

70.In your setting, how is the Design and Technology department commonly known and referred to by others? (e.g. DT, Tech, Creative Arts, D&T)

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71.In the last 5 years, in your experience, would you deem recruitment of qualified design and technology teachers to be...

Easy - many high quality applications for posts.

Variable - mixed response for posts with varying quality or quantity.

Challenging - Very few high quality applications for posts.

Other

*Enter answer

72.

In your experience, how effectively do you feel design and technology is supported by others outside of the department?

	Very ineffectively	Somewhat ineffectively	Neither effectively nor ineffectively	Somewhat effectively	Very effectively
answer all options	11	Senior Leadership Team	Very ineffectively	Somewhat ineffectively	Neither effectively nor ineffectively	Somewhat effectively	Very effectively
answer all options	11	ICT Technicians/Support (e.g. setting up new equipment such as CAD/CAM)	Very ineffectively	Somewhat ineffectively	Neither effectively nor ineffectively	Somewhat effectively	Very effectively
answer all options	11	Site Staff (such as caretakers)	Very ineffectively	Somewhat ineffectively	Neither effectively nor ineffectively	Somewhat effectively	Very effectively
answer all options	11	Governing Bodies/Board of Trustees	Very ineffectively	Somewhat ineffectively	Neither effectively nor ineffectively	Somewhat effectively	Very effectively
answer all options	11	Parents	Very ineffectively	Somewhat ineffectively	Neither effectively nor ineffectively	Somewhat effectively	Very effectively
answer all options	11	Pupils	Very ineffectively	Somewhat ineffectively	Neither effectively nor ineffectively	Somewhat effectively	Very effectively
answer all options	11	Local Businesses	Very ineffectively	Somewhat ineffectively	Neither effectively nor ineffectively	Somewhat effectively	Very effectively

73.

In your experience, how effectively do you feel design and technology is perceived by others outside of the department?

	Good Perception	Neutral Perception	Poor Perception	Unsure
answer all options	11	Site Staff (such as caretakers)	Good Perception	Neutral Perception	Poor Perception	Unsure
answer all options	11	ICT Technicians/Support	Good Perception	Neutral Perception	Poor Perception	Unsure
answer all options	11	Pupils	Good Perception	Neutral Perception	Poor Perception	Unsure
answer all options	11	Senior Leadership Team	Good Perception	Neutral Perception	Poor Perception	Unsure
answer all options	11	Governing Bodies/Board of Trustees	Good Perception	Neutral Perception	Poor Perception	Unsure
answer all options	11	Teaching staff in other departments	Good Perception	Neutral Perception	Poor Perception	Unsure
answer all options	11	Parents	Good Perception	Neutral Perception	Poor Perception	Unsure
answer all options	11	Local Businesses	Good Perception	Neutral Perception	Poor Perception	Unsure

74.In your professional opinion which of the following roles within your department are under headcount and what impact does the absence of this role have on the department?

	Head of Department	Qualified teacher of Design and Technology	Technician	Teaching Assistant
answer all options	11	Urgently required - substantial negative impact which is affecting well-being of other staff and pupil progress	Head of Department	Qualified teacher of Design and Technology	Technician	Teaching Assistant
answer all options	11	Required - but we are working around this and coping okay at the moment, as a short-mid term solution	Head of Department	Qualified teacher of Design and Technology	Technician	Teaching Assistant
answer all options	11	Required - but the impact is minimal and the current situation is sustainable on a long term basis	Head of Department	Qualified teacher of Design and Technology	Technician	Teaching Assistant
answer all options	11	Fully staffed	Head of Department	Qualified teacher of Design and Technology	Technician	Teaching Assistant

75.Have you ever been told or heard...

"We can't staff the subject properly because finding DT teachers is too hard"

Yes and I believe this to be true, as the statement was backed with evidence of attempting to recruit several times but of been unsuccessful, despite perserverence.

Yes, but I feel that the setting did not seek to recruit effectively or did not persevere appropriately (e.g. inappropriate adverts/terms/minimal attempt at trying).

Yes, but I believe this was an assumption/excuse and no attempt was made to recruit.

I have never been told or heard this.

Other

*Enter answer

76.Reflecting upon your experience with D&T, do you feel gender stereotyping/bias (either consciously or unconsciously) has ever impacted the subject, teachers or pupils? If so, how and by whom?

77.Reflecting upon your experience, have you ever observed a social divide (either consciously or unconsciously) within the subject?

For example, the subject often requires the use of materials and equipment - do you feel this has ever created a barrier for some pupils in being able to participate or choosing to opt for the subject in KS4? If so, how do you/can we seek to mitigate against this?

78.In your experience, who generally allocates the budget to the department and how is this then controlled within the department? What are your feelings in regards to this? What challenges have you come across?

80.You have now come to the end of the structured questions, however if you have any further thoughts, feelings or perspectives about factors that may have impacted the decline in GCSE entries within Design and Technology, please share these below.

Upon analysis of this survey, there may be some questions/answers that require further context or clarity. If this is the case and you are happy to be contacted to discuss your answers within this survey further, please also leave your email address below.

Thank you once again for participating within this survey. Please encourage your colleagues to do so also, as I strongly believe that it is only together, as a collective, that we will make our subject stronger. Every voice really does count.

Claire