Talking D&T

Send me a message.

A museum floor changed underfoot and so did my thinking. After a visit to the V&A’s Design and Disability exhibition, I came home energised and unsettled—in the best way—and unpack how inclusive design moves from a nice‑to‑have to the engine of real innovation and dignity. It caused me to question a stubborn myth: that able‑bodied designers solve problems for others. The stories on display point to something richer—design with, led and instigated by Disabled people, where everyday hacks and tools carry more power than glossy manifestos.

I connect those moments to our work in D&T education, including a new chapter by Debi Wynn on inclusion in and inclusion through design and technology. I talk about how accessibility has driven mainstream breakthroughs, like multi‑touch interfaces born from hand pain, and why policies such as the plastic straw ban can miss the mark when they ignore lived reality. Activism enters the frame too—kerb cuts, tactile paving, and accessible transport happened because people organised, pushed, and redesigned the rules.

Hopefully my chatter is practical and provocative: co‑design over token empathy, user research that doesn’t "other" people, modular solutions that embrace edge cases, and assessment that treats inclusion as a core quality attribute.

I also share what fell short—the exhibition book that couldn’t carry the feelings home.

If you care about design that serves everyone, and classrooms that teach students to lead with inclusion, you’ll find ideas here to test tomorrow.

Enjoyed the conversation? Subscribe, leave a review to help others find the show, and share it with your D&T community. Got thoughts or a story to add? Send a Speakpipe voice note or email—links in the show notes.

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.

Ever been told art and design and technology are basically the same because they share the word “design”? Let’s test that claim with real data and grounded classroom experience. In this episode I unpack how teachers and stakeholders describe the value of D&T and the value of art and design, then draw a clear map of where they overlap, where they diverge, and what leaders risk when they blur them into one.

First, I outline five widely reported value themes for D&T: transferable skills, careers and the economy, the human–technology relationship, making and creating, and creative and critical thinking. These insights come from a larger, validated body of research and speak to the discipline’s focus on users, systems, materials and evidence through iterative making. Then we contrast early qualitative findings for art and design: career preparation, societal impact, skills for life, and creativity and expression. Here, empathy, cultural awareness and personal voice take centre stage, with a strong link to creative industries, innovation and sustainability. The conversation surfaces a simple truth: both subjects champion creativity and problem solving, yet each serves a distinct purpose that deserves protection.

I share practical ways to collaborate without erasing identity: agree non‑negotiables for cross-teaching, and design joint projects where D&T’s functional rigour and art’s expressive depth enrich each other rather than compete. This is a toolkit for faculties, middle leaders and senior teams who want the benefits of a shared banner without collapsing two powerful traditions into one bland compromise. If your timetable or staffing model pushes subjects together, this guide helps you hold the line—respectfully, clearly and with evidence.

Got thoughts or examples from your school? Add your voice to the ongoing survey, share the episode with your faculty, and help us build a richer, more rigorous picture of what these subjects offer. If you find value here, subscribe, leave a review, and pass it on to colleagues who care about getting design and the arts right for young people.

Link to the survey: https://bit.ly/Valueofdesigned 

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 excited to share three brilliant opportunities for you to get involved in research that's shaping the future of design and technology education. First, I'll tell you about the Redesigning Design and Technology project I'm co-leading with Ciaran, Andrew, and Amanda. We've identified 18 contentious questions that divide our community and created a survey where you can share your views on these crucial debates. This research feels particularly timely with England's curriculum and assessment review underway, and I believe teacher voices need to be heard loud and clear in policy discussions.

I'll also discuss the evaluation I'm leading of the Design and Technology Association's Inspired by Industry resources. Working alongside Kay Stables and my colleagues at Nottingham Trent, we're examining how these resources impact pupils' progress in D&T. It's a fantastic opportunity for participating schools to gather rich data about their own practice whilst contributing to sector-wide understanding.

Finally, I'm launching an urgent call for contributors to a new podcast series addressing special educational needs and disabilities in D&T. This is such an under-researched area, yet absolutely vital to our practice. Whether you're facing challenges or have developed innovative approaches, I want to hear from you.

Each of these projects represents a chance to contribute to evidence-based practice in our subject. They're about empowering teachers to shape research rather than simply consuming it. The insights we gather will benefit the entire D&T community.

What conversations about D&T practice do you think we need to be having more openly in our schools and professional networks?

Take part in the Redesigning D&T survey: https://bit.ly/ReDandT_Phase3

Join the evaluation of the Inspired by Industry projects: https://bit.ly/IBIinterest

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.

Reconnecting with purpose is essential when facing professional challenges. In this  reflective episode, I share my experience of an unsuccessful professorial application and how it prompted me to rediscover why I'm passionate about design and technology education in the first place.

The start of a new academic term offers the perfect opportunity to step back from the excitement and apprehension of returning to teaching and consider our fundamental values:

• What drives us to teach design and technology?
• Why do we advocate for this subject?

These questions matter because when we lose sight of our purpose, we risk becoming mechanical rather than inspirational in our practice.

Through conversations with colleagues working on the "Learning to Teach Design and Technology in Secondary School" book and planning a primary D&T podcast series, I've reconnected with what  motivates me – developing children's ability to make design decisions that shape their world and fostering critical engagement with the made environment. This renewed clarity came unexpectedly from various sources, including a chance conversation with my young cousin who simply chose to study subjects she loves.

I challenge you to reflect on your own D&T values as you begin this academic year. Perhaps create a mind map, discuss with colleagues, or identify your "word of the year" for teaching design and technology. Where do you find refreshment and challenge that keeps you passionate about the subject? 

Have you considered what values drive your teaching practice? Share your thoughts, subscribe to the podcast, and if you're using Inspired by Industry resources in your teaching this year, consider participating in our evaluation research project. Your voice matters in shaping the future of design and technology education.

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.

Recommended read: 

Derek Jones and Alice Hellard explore the concept of design studio as a transformative educational approach that extends beyond physical space to encompass social dynamics, extended cognition, and embodied knowledge.

• Design studio is not just a physical space but a collection of practices involving social interaction, extended cognition, and listening in
• Virtual design studios reveal important insights about how students learn through observation and "legitimate peripheral learning" 
• The process of enculturation into design practices requires students to develop confidence in the language and methods of design
• Studio practice allows students to externalize thinking through models and drawings as part of the cognitive process
• Current assessment frameworks often fail to recognize or value the types of knowledge central to design practice
• Implementing aspects of studio practice in secondary schools faces challenges but offers opportunities for more authentic design education
• Students need opportunities to design without predetermined outcomes, though this creates tensions with traditional assessment models

If you want to support the podcast financially, you can become a patron. Links to SpeakPipe, Patreon and my website are in the show notes.

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.

Michelle Gregson, General Secretary and Chief Executive of NSEAD, discusses the relationship between art and design and design and technology education, exploring their distinctiveness while highlighting their shared values and challenges.

• NSEAD operates as a learned society, subject association, and specialist trade union for art and design education
• Both art and design and design and technology subjects face similar challenges of reduced curriculum time and resources
• Michelle describes a "spectrum of practice" where art and design focuses more on internal/artist expression while design and technology addresses external/user needs
• Curriculum "blurring" between subjects is often driven by budget constraints rather than pedagogical innovation
• Both subjects share dispositions like curiosity, critical thinking, and problem-solving but apply them with different intentions
• Creativity exists across both subjects but manifests differently depending on context
• Children lose authentic learning experiences when subjects are narrowed down to what can be taught cheaply
• Education should value children for who they are today, not just as "units of currency for the future"
• Both subjects uniquely give students opportunities to be in control of their learning

Find me at dralisonhardy.com where you can connect with me, support the podcast as a patron, or leave me a voice memo via SpeakPipe with your thoughts or ideas for future episodes.

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.

If you are interested in helping the Association evaluate their Inspired by Industry programme, sign up here: https://bit.ly/IBIinterest

What happens when we look beyond textbook projects and expose 11-14 year olds to real industry design challenges? Tony Ryan, Chief Executive of the Design and Technology Association, reveals how they're transforming technical education from the ground up through their ambitious "Inspired by Industry" programme.

Six years into his leadership role, Tony shares his passion for rebuilding design education with a fundamentally different approach: focusing on complex problem-solving rather than simply making products. "If we go to government and say, 'You need to back design and technology because we make stuff,' we're finished," he explains. Instead, they're creating resources that develop future innovators who can tackle "gnarly complex problems" with tenacity and creativity.

The Association has partnered with over 300 companies to create authentic, challenging design briefs that elevate student expectations. One example involves a professional designer's project creating dinosaur suits – not just costumes, but immersive experiences that teach ergonomics, materials science, and design thinking. These free resources include comprehensive teaching materials with videos featuring young professionals students can aspire to become.

Complementing this secondary focus is remarkable growth in primary school engagement, where 20% of English schools now hold membership. Through initiatives like "Projects on a Page" and equipment loan schemes for 3D printers and sewing machines, non-specialist teachers are gaining confidence in delivering high-quality technical education.

The work extends beyond resources to research and advocacy. A planned evaluation programme will measure outcomes, providing crucial evidence for lobbying efforts already yielding results – as seen in the recent House of Lords report calling for "urgent action" to address the decline in design education. As Tony puts it, their mission is creating a subject that's "design-driven" and produces students "not afraid of tackling complex problems and not just replicating what's been done before."

Explore how the Design and Technology Association is reimagining technical education for a generation that will change careers 16-17 times and interact with technology "at a pretty high level, whether they like it or not." The future of design education starts here.

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.

Max Pownall is a product design lecturer at Nottingham Trent University.

Find out more about Max and his work:

• Instagram (NTU Focussed)
• LinkedIn
• Uni profile
• Final Year Degree online degree show

Mentioned in this episode

Events with Alison Hardy

The Design Thinking Toolbox

https://www.worldofbooks.com/en-gb/books/michael-lewrick/design-thinking-toolbox/9781119629191

Tools from the book at - https://en.dt-toolbook.com/t

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.

Holistic, summative assessment is essential for properly evaluating design and technology capability, drawing on research by Richard Kimball and Kay Stables that predates the National Curriculum and has been tested across multiple countries and age groups.

• Effective capability assessment tasks allow pupils to demonstrate ability to respond to an unfamiliar design contex
• Assessment focuses on students' design capability, not their knowledge of the specific context
• Teachers should provide resources for rapid immersion in the context without predetermined solutions
• Real-time assessment is more authentic than extended assessments over weeks
• "Unpickled portfolios" are raw and produced in real time, unlike "pickled portfolios" which become formulaic and focused on presentation
• Successful capability assessment requires student ownership, allowing innovation and prototype testing
• Holistic judgment approaches like comparative assessment provide reliable evaluation methods
• Assessment should support curriculum aims rather than distort them

Resources and References from Episode 4: Holistic Evaluation: The True Measure of Design & Technology Capability

1. Research by Richard Kimbell and Kay Stables on holistic, summative assessment of design and technology capability
   • Pre-national curriculum research from 1992 onwards
   • Tested across different countries and age groups
   • Research on comparative judgment as a reliable method of assessment
2. STEM website where much of Kimbell and Stables' published work can be found
3. Current research and evaluation study mentioned:
   • Dr. Hardy working with Kay Stables and Sarah Davis
   • Using Kimbell and Stables' work on assessing D&T capability as a pre and post intervention test
4. Previous episodes in the assessment mini-series:
   • Episode 1: Overview of assessment in D&T
   • Episode 2: Assessing knowledge
   • Episode 3: Formative assessment, design crit and peer assessment

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.

Formative assessment in Design and Technology requires structured peer feedback approaches to be effective. Research shows a significant gap in assessing technological knowledge, with most studies focusing on design knowledge instead.

• Design crits from higher education can be adapted for classroom use through peer feedback
• Research from the Netherlands identifies convergent feedback (clarifying ideas) and divergent feedback (promoting creative responses)
• Teachers must model feedback techniques and provide clear criteria for students
• Effective sentence starters include "I notice your design solves the problem by..." and "Have you considered how your design might work if..."
• Using exemplars (WAGOLL) can limit creativity if not implemented carefully
• Structured peer feedback reduces teacher workload while ensuring all students receive input
• Andrew Halliwell is conducting new research on formative feedback to be presented in July 2025

1. Research from the Netherlands on peer feedback in D&T education
   • Research focused on effective convergent and divergent feedback techniques
   • Research addressing how pupils struggle with receiving and giving useful feedback
2. Nuffield Key Stage 3 materials with sentence structures for convergent and divergent questions
   • Available on the D&T for D&T website
3. Chapter by Alice Shutt in the "Debates in Design and Technology" book about the Netherlands research 

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!