In this paper the background to the introduction of design and technology in Botswana’s schools is examined. The introduction was flawed as it left the foundations years weak, that is design and technology was first introduced at senior secondary school and subsequently at junior secondary. In 2006, the subject was introduced at primary schools level. This approach posed a lot of challenges especially to primary school teachers in terms of professional development. design and technology at primary school level is offered as one of the eight modules making up the Creative and Performing Arts (CAPA). Primary school teachers were not involved in the development of the CAPA curriculum. An action research case study was conducted in Gaborone primary schools to establish the extent of the challenges facing the subject and how they can be addressed. This paper reports on the findings that were made at the workshop for teachers of CAPA. The findings indicate that teachers are ill-prepared to teach CAPA and it is only through extensive in-service training that such challenges can be addressed.

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