In the mid-1970s few teachers had heard of 'craft, design and technology'. CDT as a label for the amalgam of different aspects of the secondary schools' 'practical' curriculum was just emerging.The kinds of knowledge involved in each of the component 'areas' of craft, design, and technology, were being re-evaluated in the process of curriculum change at secondary level. The relationship between these aspects of learning was debated. Their relationship to other parts of the curriculum, their status, and their relevance to changing economic needs began to be considered among people who are powerful in making the school curriculum what it is--teachers, advisers, inspectors, academics, industrialists, examiners, and politicians.