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In this episode, I delve into the pedagogical approaches that exist beyond the traditional 'design and make' activities in Design and Technology education. Drawing on research literature and classroom practice, I explore how 'mainly designing' and 'mainly making' activities can be powerful pedagogical tools when used deliberately and appropriately.

I share insights from Bill Nichol's work on designing for future contexts, including how case studies and question cards can help pupils develop empathy and understanding for users they cannot directly access. I also examine Hilda Ruth Beaumont's contributions to the Young Foresight Project, which demonstrated how pupils can design with materials not yet available in classrooms.

The episode highlights how these approaches allow pupils to explore unfamiliar contexts—whether from different countries, time periods, or future scenarios—without being constrained by their current making skills. I discuss how focused practical tasks provide opportunities for pupils to develop material understanding and manufacturing skills without the cognitive overload that can accompany full design and make activities.

These pedagogical approaches aren't replacements for design and make activities but complementary strategies that enhance pupils' learning. By recognising when we're using 'mainly designing' or 'mainly making' approaches (rather than masquerading them as design and make activities), we can better structure learning experiences that build capability.

How might your curriculum benefit from explicitly planning for 'mainly designing' and 'mainly making' activities? Could these approaches help you introduce pupils to emerging technologies or contexts beyond their immediate experience? Share your thoughts with colleagues and join the conversation about expanding our pedagogical repertoire in D&T education.

References, activities, and resources mentioned:

1. Donna Trebell's doctoral studies on "designing without making"
2. Young Foresight Project (late 1990s) - introducing children to new materials and processes not available in classrooms
3. Bill Nichol's work on question cards for exploring different users
4. "Designing Our Tomorrows" research by Bill Nichol, including hands-on kit
5. Bob McCormick's paper on "the ritual of the design project"
6. Matt McLain's and Sarah Davies' collaborative work with me on "mainly designing" and "mainly making" terminology
7. Nuffield resources for focused practical tasks (available on "dandtfordant" website)
8. IDEO cards (mentioned in context of exploring different functions and uses of objects)

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners.

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