Reflecting on the Implications of the 2025 Curriculum and Assessment Review for Design and Technology in England

McLain, M ORCID: 0000-0002-8691-3155 and Hardy, A (2025) Reflecting on the Implications of the 2025 Curriculum and Assessment Review for Design and Technology in England. Design and Technology Education: An International Journal, 30 (3). pp. 5-9. ISSN 1360-1431

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Abstract

This reflection critically examines the implications of the 2025 Curriculum and Assessment Review (CAR) for Design and Technology (D&T) education in England. Drawing on our role as expert advisors to the Department for Education (DfE), we explore the Review’s recommendations for clarifying the subject’s purpose, refining curriculum content, and embedding sustainability, social responsibility, and inclusivity. We argue that while the Review articulates a progressive vision for D&T, significant challenges remain in addressing systemic barriers such as declining participation, inequitable access, and assessment practices. The discussion highlights opportunities for strengthening applied knowledge areas (digital literacy, oracy, and climate education) while cautioning against structural constraints that risk further marginalising the subject. We conclude that realising the Review’s ambitions requires targeted investment in teacher development, infrastructure, and inclusive curriculum design, alongside assessment reform. Without these measures, D&T’s potential as a vital bridge between creativity, technology, and societal needs may remain unrealised.

Item Type:	Article
Uncontrolled Keywords:	1203 Design Practice and Management; 1302 Curriculum and Pedagogy; 3303 Design; 3901 Curriculum and pedagogy; 4010 Engineering practice and education
Subjects:	L Education > L Education (General) N Fine Arts > NC Drawing Design Illustration T Technology > T Technology (General)
Divisions:	Education
Publisher:	Liverpool John Moores University
Date of acceptance:	11 December 2025
Date of first compliant Open Access:	22 September 2026
Date Deposited:	22 Sep 2026 13:37
Last Modified:	22 Sep 2026 13:37
DOI or ID number:	10.24377/DTEIJ.article3433
URI:	https://researchonline.ljmu.ac.uk/id/eprint/29509

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