Technology (Primary Schools)

Debate between Graham Stuart and John Pugh

Wednesday 11th January 2012 Westminster Hall

[John Pugh]

I thank the hon. Gentleman very much for that intervention, because there is a need to pay tribute to the awful lot of very good practice in this area. I have been inundated with exemplars of schools that have done astounding things under the banner of design and technology.

The point I wanted to make with my reference to Steve Jobs was that technology can be a catalyst in a child’s education, in the early years. In pre-school education, that should be a fairly familiar concept to us, because we recognise that as well as introducing little children to books to encourage their development, there is also a need to introduce them to constructive toys and toys out of which they can make constructs. Technology, almost from the word go, plays an appreciable part in a child’s general cerebral and educational development.

A point that eluded me before I started looking further into the subject—a point that is not particularly well understood—is that technology is a catalyst. It not only gets people into technology, but gets them comfortable with areas of education with which they had previously not been comfortable—mathematics and literacy, for example—because the design elements of the design and technology curriculum have a real drive on presentational as well as constructive skills. Many additional gains, aside from pure technological ability, are driven by good design and technology education. There are many excellent examples of that, including those mentioned by the hon. Member for Gillingham and Rainham (Rehman Chishti).

It is not my supposition that every child will be technically gifted in the same technologies. There is a huge diversity of potential and of things to be good at, which is why we want the curriculum to be as varied and imaginative as possible. I do not think that that is disputed; there is wholesale agreement right across the board that that is a worthy ambition—one that I think the Minister would be perfectly happy to own and espouse.

The difficult thing is the technical question. Although we can all agree that fulfilling every child’s potential and stimulating their talents is a laudable ambition, there is an interesting debate about how to do that, and what the Government and the forthcoming curriculum review can do to encourage it. There is excellence in technical education, but it is fair to say that although there is a constant stream of improvement in both primary and secondary schools, there is also some patchy performance. Errors can be made. If we look at information and communications technology teaching, which the Secretary of State touched on today, we see that quite a few significant errors have been made in how ICT is used in the classroom. I will return to that in a minute or two.

We must also acknowledge that, however good design and technology might be, there are other equally good things, such as numeracy, literacy, imagination, music and all sorts of other things, that the Government wish to encourage and schools wish to incorporate in their curriculum. A further dimension to the problem is that even if we have the most laudable ambitions, we still need a work force who are trained to implement them effectively. Of course, the poor old primary school teacher is meant to be a jack of all trades and to be equally good at an astounding number of things, which is a tough call.

In passing, looking at the wider implications, some of the greatest successes in technical development often take place outside the school curriculum, rather than in the classroom. Reading about the development of the IT industry in California, we find that boys leaving school and going off to things such as the Homebrew Computer Club—Bill Gates and Steve Jobs were among them—made significant developments that ultimately had spin-offs for the whole culture of California. That was not necessarily in the curriculum, and it could not necessarily have been easily incorporated.

The design and technology sector has genuine fears of the educational world. The principal fear is that, in slimming down the curriculum, technology may suffer. In other words, if we reduce the demands of the national curriculum in total, which most people would support, technology may drop out or be put on the back burner. Some people argue that the absence of a standard assessment test or rigorous measurement will not do much to improve the overall quality of the subject. There are complementary and opposed fears that heavy-handed state intervention or diktat will have perverse effects, particularly if, as we all believe, design and technology is a blend of both technical skills and genuine creativity.

There are certain dilemmas involved in ensuring that present good practice is further built on and developed. Ofsted has recorded significant progress in recent years, but I worry that that might be lost in curriculum revisions simply because it is not fully assessed or seen to be assessed.

I turn to two other connected issues. One is the speech by the Secretary of State today on the state of the ICT curriculum. I entirely echo his sentiments. In a Guardian article I wrote after tabling an early-day motion, I said:

“we will end up with second-rate education for pupils, who will have no understanding about how IT is developed or is likely to progress. The future of IT in business in the UK is not going to be just about using PowerPoint presentations.”

Pupils must

“become innovators of software, rather than people who just punch data into keyboards.”

That article was published in 2007, so I like to think that I am five years ahead of my time.

[Mr Graham Stuart (Beverley and Holderness) (Con)]

The picture that my hon. Friend paints is an accurate and grim one. There are 100,000 IT vacancies in this country at the moment, and the people are not there to fill those posts, because the number of people taking computer science courses at university has halved since the year 2000, and the number of drop-outs has risen. That is because the basic science in schools is not being taught, which is why I think the Secretary of State’s speech today is timely, if not long overdue, as my hon. Friend would say.

[John Pugh]

I certainly subscribe to the general view that a crash-course in Boolean algebra is probably more useful to the future of IT in this country than learning how to use Word or any other Microsoft product, but the insistence that ICT and technology education are about using applications shows how sometimes, when the state or organisations associated with it weigh in, they can get things wrong.

A lot of what we have is in part, although not entirely, a consequence of distinctly poor procurement, encouraged by the defunct Becta—Bringing Educational Creativity to All—which the Secretary of State had the wisdom to abolish. There are lessons to be learned. I genuinely think that when we intervene to advise schools, we must accept that schools, from their own practice, might wish, for good reasons, to be diverse and different, rather than aligning themselves with some common curriculum idea that could perish as rapidly as it emerged.

The second issue is a little contentious as well. Part of what I wanted to say today and might not have expressed adequately involves gender. I suggest, tentatively, that boys in general might benefit a little more than girls from good technical education. That might play some part in addressing the problem of children leaving schools without any qualifications, a disproportionate number of whom are boys.

In saying that, I accept that girls are and can be excellent technologists, and that technology is much more varied than the sorts of thing that boys first fixate on. I accept that gender is a spectrum and that boys and girls are all different. I also accept that the Department for Education has invested in efforts to prove that I am speaking nonsense, and that what I say can be both challenged and refuted. I have studied the Department for Education’s website, which has some excellent documents, largely written by female members of staff, suggesting that much of what I will go on to say is mythology, and that in fact boys and girls approach the curriculum in broadly similar ways. The similarities are far more important and prevalent than the differences, but I am not convinced by the argument that there are no differences. Although some views can be challenged, they are not necessarily refuted.

It is a basic biological fact that male and female brains are structurally different—males and females are, obviously, hormonally different as well—and that, irrespective of social conditioning, the two behave quite differently. That can be evidenced not only by anecdote, but by the performance of girls at any linguistic task; their abilities are far in excess of the abilities of boys, both in the UK and elsewhere. We have to recognise that and ask ourselves whether technology, if properly construed, might do something to balance out the attainment levels of the sexes in that respect. I make that proposal in the knowledge that, to some extent, it is controversial, but I think that it would benefit from some examination.

The essential problem remains that if we want design and technology to be embodied adequately in the curriculum, as we do, and if we genuinely want to spread good practice as best we can, how will we do it within a narrowing curriculum, and in an environment where teachers face a variety of demands? Moreover, how will we do it at a stage at which it is immediately relevant to children? My supposition is that some children who attend primary school, and who are not naturally bookish or who do not come from bookish homes, may find it difficult at times to engage with what they are offered and therefore detach themselves from the curriculum. That will eventually lead to poor attainment and to them being transferred to secondary school as underperformers. Giving them a series of other activities simply because they are not very good at what the school has to offer is less likely to be successful than finding out at an early stage where their talents lie and giving them an opportunity to explore them through design and technology. I believe that that opportunity exists, and we have to capitalise on it.

I will be interested to hear the Minister’s response, particularly on how he sees D and T fitting into the curriculum and its revision, as planned.