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In this episode of Talking D&T, I explore the complex nature of design and make activities in design and technology education. Drawing on research from Richard Kimball, David Perry, and Robert McCormick, I unpack the pedagogical approach of design and make that underpins our subject and challenge some common misconceptions about "the design process".

A key insight emerges around the balance between process and outcome in D&T education. When we become fixated on the final product, we risk compromising valuable learning opportunities along the way. I examine Matt McLain's framework of expansive versus restrictive approaches, questioning when it's appropriate to give pupils freedom to make decisions and when more structured guidance serves them better.

I also explore McCormick's notion of 'revelation and ritual' in design processes, highlighting the danger of following steps mechanistically without making learning explicit to pupils. This raises important considerations about how we develop pupils' design and technology capability rather than simply guiding them through predetermined steps.

For D&T teachers, this episode offers a chance to reflect on your own practice. How do you balance the focus on outcomes with the development of skills and knowledge? Where in your projects do pupils have genuine opportunities to make decisions, experience failure, and justify their choices?

Whether you're teaching in a primary or secondary setting, these considerations are crucial for developing authentic design and technology capability in your pupils. How might you adapt your planning to create a more balanced approach to design and make activities in your classroom?

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.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

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Drawing a clear line between how we teach and what we teach seems straightforward—until you step into a Design & Technology classroom. In this thought-provoking exploration of pedagogy in D&T education, I unpack why teachers often blur the boundaries between teaching methods and curriculum content, sometimes without realising it.

The heart of effective D&T education lies in developing students' design and technology capability, but this requires navigating complex terrain. When we structure lessons around design processes without explicitly highlighting those processes as strategies students can adopt independently, we risk creating what researcher Bob McCormick calls "the ritual of the design project." Students follow prescribed steps without developing true capability—they complete the activities without gaining the metacognitive awareness needed to transfer these approaches to new contexts.

Through practical examples like the 6-3-5 collaborative design technique and tool demonstrations, I illustrate the difference between clear pedagogical separation (when demonstrating cutting techniques) and problematic blending (when teaching design processes). This distinction matters profoundly: when students don't recognise a design strategy as a transferable tool they can apply independently, their development as designers is limited. They become dependent on teacher-led frameworks rather than developing autonomous design thinking.

For D&T educators, this episode offers an opportunity to reflect on your teaching practice. Are you explicitly highlighting design strategies as transferable tools? Do your students recognise when they're learning processes they can apply independently? How might restructuring your lessons enhance students' ability to develop genuine capability rather than just following teacher-led frameworks?

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.

Mentioned in the show

1. Andrew Pollard's text about pedagogy - the reflective teaching book
2. Bob McCormick's paper about "the ritual of the design project"
3. Reference to Non-examined assessment (NEA) - coursework in England
4. Matt McClain's work on demonstrations as a teaching approach
5. The 6-3-5 technique of designing (design strategy where students fold A3 paper into six boxes and take turns creating designs in three-minute intervals)

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

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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.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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In this episode of Talking D&T, I explore the crucial distinction between using design strategies as pedagogy and explicitly teaching these strategies as curriculum content. Drawing from my recent research on blurred boundaries between pedagogy and curriculum intent, I consider how teachers can make their modelling more explicit to develop students' metacognitive awareness.

I examine how D&T teachers often implicitly model design strategies – like design fiction or the 635 method – without explicitly discussing the decision-making process behind choosing these approaches. Two particularly interesting insights emerge: firstly, the importance of 'thinking aloud' about our design decisions as teachers, and secondly, how we can make visible the reasoning behind material choices and project constraints.

Beyond simple demonstration of techniques, this approach involves sharing our thinking as designers and curriculum planners. I suggest practical ways teachers might implement this metacognitive modelling at different stages of a project, helping pupils understand not just how to use design strategies, but when and why they might select them.

For D&T practitioners, this perspective offers an opportunity to reflect on your own practice. How explicit are you about the design decisions you've made when planning projects? Do your pupils understand why certain materials or constraints have been selected? Consider how you might share more of your design thinking with learners to develop their capacity for independent decision-making.

What small change could you make in your next lesson to make your design decisions more visible to your pupils?

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.

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

Send me a message.

In this episode of Talking D&T, I explore the complex role of values in design and technology education. Drawing on research from influential scholars like David Layton, Mike Martin and Rhoda Trimingham, I unpack how values aren't merely peripheral to D&T but are, as Layton puts it, "the engine of design and technology."

I examine two key perspectives: values within design (how values influence design decisions) and values developed through design and technology (how students develop values as they become technologically literate). Particularly fascinating is Trimingham's research observing designers in practice, revealing how both internal and external values shape design decisions, often unconsciously.

We explore how early curriculum frameworks categorised values as technical, economic, aesthetic, and moral—frameworks that remain relevant despite their absence from the current National Curriculum. This raises important questions about how we as educators bring our own value systems into our teaching, potentially modelling these unconsciously to our pupils.

For D&T teachers, this episode offers an opportunity to reflect on how we might make values more explicit in our teaching, helping pupils understand not just how to design, but how their values influence those designs. Whether you're teaching in England or internationally, considering the role of values adds depth to design education and helps students develop critical awareness of design decisions.

How might you bring conversations about values more explicitly into your D&T classroom? Could examining values help your students make more thoughtful design decisions? Let's continue this important dialogue with colleagues about preserving these vital aspects of our subject.

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.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

Send me a message.

In this episode, I delve deeper into the forms of knowledge that underpin design and technology education. Building on McCormick's conceptual and procedural knowledge framework, I propose a more nuanced approach that considers design knowledge and technological knowledge as existing on a spectrum.

I explore how these knowledge types can be visualised as intersecting axes, creating four quadrants that help teachers plan their curriculum more effectively. This framework isn't meant for pupils but serves as a planning tool for teachers to develop knowledge systematically over time.

Drawing on Vincenti's work on engineering knowledge, I highlight the importance of design criteria and design instrumentalities – the tools and procedures used when designing. These elements are crucial for pupils to build their repertoire of skills and understanding as outlined in the National Curriculum.

The reality of diminishing teaching time for D&T presents significant challenges for delivering the curriculum comprehensively. This framework offers a way to make informed decisions about what to include and exclude whilst ensuring pupils' design and technology capability continues to develop.

How might you use this knowledge framework to review your current planning? Could mapping your curriculum against these knowledge types reveal gaps or opportunities for deeper learning? Join the conversation and share your thoughts on how we might better structure D&T knowledge in our teaching.

Look out for the next episode where I'll be discussing the often-overlooked but central role of values in design and technology education.

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.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

Send me a message.

In this episode, I explore what research tells us about knowledge in Design & Technology education. Understanding the nature of knowledge in D&T is crucial for effective teaching and curriculum planning, so I examine both procedural and conceptual knowledge, exploring how they connect and what this means for our practice.

Following our previous discussion on D&T capability, I analyse the relationship between these knowledge types, drawing from Bob McCormick's 1997 paper and wider literature. Through examples from textiles and materials, I demonstrate how procedural knowledge extends beyond following steps to understanding interconnected processes. Looking at tasks like using a sewing machine, I discuss how teachers can build pupils' procedural knowledge over time, helping them develop both technical competence and the ability to select appropriate processes.

I challenge some common approaches to teaching theory and discuss how conceptual knowledge encompasses categories and relationships rather than just facts. Using examples from my teaching - including a memorable lesson about bronze - I consider how we might better structure our teaching of materials and their properties.

For D&T teachers, this discussion offers insights for curriculum planning and sequencing. Whether you're developing schemes of work or considering progression, these ideas could reshape how you approach building pupils' knowledge and capability.

What's your take on knowledge in D&T? How do you balance procedural and conceptual understanding in your teaching?

• Examining the importance of knowledge in D&T education 
• Differentiating between procedural and conceptual knowledge 
• Discussing the interconnected nature of different teaching procedures 
• Highlighting the role of literature in shaping understanding 
• Challenging traditional views on skills vs knowledge in D&T 
• Illustrating practical examples of knowledge in action 
• Reflecting on the implications for effective curriculum planning

Mentioned in the show

Hurrell, D., 2021. Conceptual knowledge or procedural knowledge or conceptual knowledge and procedural knowledge: Why the conjunction is important to teachers. Australian Journal of Teacher Education (Online), 46 (2), 57–71.

McCormick, R., 1997. Conceptual and Procedural Knowledge. International Journal of Technology and Design Education, 7 (1), 141–159.

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 my research, thinking and 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.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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In this episode, I delve deeper into the concept of D&T capability, building on my previous discussion of Kimbell and Stables' work. I explore how different researchers and practitioners have approached this fundamental construct in design and technology education, particularly focusing on its development through carefully planned teaching and learning.

Drawing on works by Doherty, Huxtable and Murray, as well as Gibson, I examine how D&T capability grows through the intentional integration of different types of knowledge - procedural, conceptual and practical - within authentic contexts. One of the fascinating aspects we explore is how this capability isn't something we can directly observe, but rather a construct we've developed specifically for our subject.

I discuss the critical role of systematic planning in developing pupils' D&T capability, emphasising that it's not merely about having engaging projects, but about understanding how each learning experience builds upon previous knowledge and skills. This might particularly interest colleagues grappling with curriculum planning and progression.

For those teaching in schools or involved in D&T education policy, I highlight the importance of creating supportive learning environments that encourage reflective practice - a theme I'll explore further in future episodes when discussing signature pedagogies.

Whether you're teaching in a well-equipped workshop or working with limited resources, these insights can help shape your approach to developing pupils' D&T capability. What strategies are you currently using to build this capability in your classroom? I'd love to hear your thoughts and experiences on how you're planning for progression in your context. 

Book chapter: "Planning for Capability and Progression in Design and Technology" by Doherty, Huxtable and Murray 

Research work: K Gibson, "Technology and technological knowledge: a challenge for school curricula," Teachers and Teaching Volume 14, 2008, pages 3 to 15.

Learning to Teach Design and Technology

Design And Technology Capability (MESH Summary)

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.

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

Send me a message.

In this episode, I delve into the fundamental purpose of the design and technology curriculum, focusing on the concept of D&T capability. Drawing from seminal research by Richard Kimball and Kay Stables, I explore how this capability encompasses creative and critical thinking, problem-solving, and solution creation within authentic contexts.

I unpack how D&T capability isn't something that simply emerges through teaching knowledge and practical skills – it requires careful, structured curriculum planning. The episode highlights two particularly fascinating aspects: the role of iterative design (which, contrary to popular belief, isn't a new concept from the 2013 National Curriculum), and the importance of authentic learning contexts that can extend into unknown future scenarios.

For D&T teachers, this episode offers valuable insights into curriculum planning that deliberately develops pupils' capacity for creative and critical thinking over time. Whether you're teaching in primary or secondary, you'll find practical considerations for building what I call pupils' 'growing toolbox' of technical skills, strategic thinking, and designerly strategies.

This exploration of D&T capability is particularly relevant as schools continue to shape their curriculum intent. How do you structure your curriculum to develop these capabilities? Are you planning for progression from Year 1 through to GCSE and beyond?

Connect with me through Speakpipe or email to share your thoughts on developing D&T capability in your context. Links are in the show notes, and if you find the podcast valuable, consider becoming a patron to support this work.

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.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

Send me a message.

In this episode, I'm sharing some exciting developments in design and technology education, starting with insights from a recent policy event I led at Nottingham Trent University. The day brought together D&T teachers and university lecturers in design education to envision the future of our subject, using an innovative co-navigator approach from Denmark.

I discuss the growing collaboration between schools and universities in design education, highlighted by lightning talks from key figures including Tony Ryan from the D&T Association and Michelle Gregson from the National Society for Education in Art and Design. The event demonstrated how breaking down barriers between educational sectors can enrich our understanding of design education's progression from primary through to higher education.

Looking ahead, I preview an upcoming series about pedagogy in D&T, where we'll be taking a fresh look at familiar teaching approaches like demonstrations, WAGGOLLs, and frameworks such as ACCESS FM. Working with Sarah Davies and Alice Hellard, we'll be exploring what research tells us about these techniques and how we might enhance their use in our classrooms.

For those interested in connecting with other D&T practitioners, I introduce the Archer Exchange Network, a new platform for sharing ideas and research in our field. 

As you reflect on your own teaching approaches, what aspects of D&T pedagogy would you like to examine more deeply? Whether you're teaching in the UK or internationally, I'd love to hear your thoughts on how we can build stronger connections between research and classroom practice.

Subscribe to stay updated on these discussions and join our growing community of design educators.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!