Simulating Design in the World of Industry and Commerce: Observations from a Series of Case Studies in the United Kingdom

A requirement of the United Kingdom's National Curriculum is that all children gain economic and industrial understanding through aspects of the subject Design and technology (DES, 1990). To some extent, visits to industry, visiting speakers, work placements and simulations answer this requirement, but each has limitations. While a good teacher will use a variety of teaching techniques, the costs of visits and placements are high, so simulation offers an apparent cost effective technique.