Defining Design and Technology in an age of uncertainty.

Within the English and Welsh National Curriculum, Design and Technology has fought a relentless battle to justify its worth and existence. Policy changes and directional shift by policy makers have only added further doubt and confusion. Within the subject itself, heated debate often surrounds elements of its core being including; its place in STEM, is vocational nature, its academic worth and its part in creativity. This study elicits expert opinion from those working within the subject in pursuit of a definition of core principals and elements that can be judged to underlie all strands encompassed within the subject. A three round Delphi survey was used as a methodological approach to draw consensus from classroom based practitioners judged to be ‘outstanding’ in their respective areas of expertise. The research sample was formed from twenty expert practitioners from a range of Design and Technology subjects, each with a proven record of excellence. Using this methodological approach, each expert had the opportunity to critically reflect on their own opinion and modify, or consolidate, their thoughts and responses based on the end of round results achieved from the cohort as a collective. This paper presents the results from this research study, analysis is undertaken in light of the findings and they are contextualised against current policy, highlighting alignment and variance where applicable. To conclude, the paper considers how its findings can be used in a wider perspective, including applicable outside of England and Wales.