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Knowledge frameworks matter profoundly in Design and Technology education, yet teachers often struggle to distinguish between what students need to know for a specific project versus what builds lasting capability. This episode tackles that challenge head-on.

In this episode, I explore the concept of knowledge frameworks in design and technology education, continuing my series on what research tells us about D&T. I delve into two types of knowledge that I believe are particularly relevant to our subject: residual knowledge and fingertip/situated knowledge.

Drawing from Christine Counsell's work in history education, I explain how these frameworks can help D&T teachers distinguish between knowledge that serves an immediate design context and knowledge that builds lasting capability. Using a biodiversity garden project as an example, I illustrate how certain knowledge (like specific materials properties) serves the immediate task, while other understanding contributes to transferable skills students carry forward.

This distinction is crucial for curriculum planning. When teaching about materials like chicken wire or bamboo, facts about cutting techniques might be context-specific, but understanding material selection represents residual knowledge that contributes to enduring D&T capability. This framework helps teachers make intentional decisions about what deserves emphasis and retrieval practice.

I also explore the importance of authentic contexts, warning against tokenistic project scenarios while emphasising that engagement remains crucial for effective learning. D&T educators must draw on their understanding of local environments and student interests, adapting resources to create meaningful learning experiences.

For teachers developing units of work, this episode offers both theoretical clarity and practical guidance to navigate the tension between project-based learning and building transferable knowledge. How might this framework transform your approach to curriculum planning and help you build students' D&T capability more effectively? 

Links and Resources Mentioned

1. Christine Counsell's work on residual knowledge and fingertip knowledge in history education
2. McCormick's 2004 paper on situated knowledge in design contexts
3. Kay Stables' work on authentic contexts in D&T education
4. Unit of work about biodiversity in school gardens created by Alison Hardy and Sarah Davies
5. Ofsted research reviews published on their website

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. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

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