The introduction of the English Baccalaureate (EBac) has raised questions about the value of some subjects within the UK’s education system, including Design and Technology. This is the first of two papers responding to the situation. This paper is in two parts. Part One is a short summary, demonstrating that mixed messages from the UK Government are causing leading representatives of Design and Technology to realign the subject with Engineering. Part Two proposes an alternative to their proposal based on findings in a recently awarded PhD (Bradburn: 2010). This part claims that Design and Technology should place the teaching of thinking techniques (in this case creative thinking techniques) at its heart. In making this claim I provide a conceptual framework with the potential to fundamentally change Design and Technology teaching and learning. The second paper gives an account of how the creativity alternative was introduced to teachers and pupils and how it impacted upon pedagogic practice.