Abstract

Industry leaders highlight the need for employees who can think beyond the boundaries traditionally imposed by subjects. Numerous countries are introducing some form of interdisciplinary learning and a holistic approach to knowledge acquisition to give young people a head start in today's ultra-competitive jobs market. 

This case study of two Year 9 classes (n=28) at one secondary school in South Wales, investigated how integrating interdisciplinary links into Design and Technology education enhances learners' holistic understanding and improves contextual solutions. Situated within demands of Curriculum for Wales (CfW) and its focus on interdisciplinary learning, adaptation, delivery, evaluation, and assessment methods were critically explored. 

Data was collected through questionnaires, interviews, and observations of learner output. Results indicate that explicit interdisciplinary links improve learner engagement, understanding, and knowledge application across subjects. This has implications for Design and Technology delivery and beyond as educators in Wales look to create truly cross-curricular opportunities for learners.

Keywords: DT, Cross curricular, Interdisciplinary Learning, Curriculum for Wales, Design and Technology

How to Cite:

Shergold, J. D., (2026) “Adapting a Design and Technology project to reflect the changing requirements of working within the Science and Technology AoLE: A case study.”, Focus on Practice (Wales Journal of Education), doi: https://doi.org/10.16922/focus18