Talking D&T

Subscriber-only episode

Send me a message.

In this episode of the Talking D&T podcast, I reflect on the evolution of teaching electronics and systems in design and technology education. I share my experiences from when I started teaching in 1993, highlighting the changes and challenges we’ve faced over the years.

One of the main topics I discuss is the importance of maintaining technical rigour while making electronics accessible to students. I explore how the reduction in subject-specific training for teachers has impacted their confidence and effectiveness, especially when teaching out of their field of expertise. This is a significant issue, as it can lead to stress and affect teacher retention.

I also explore the concept of “tinkering” as a valuable learning approach. This method encourages both teachers and students to experiment and play with electronics, fostering a deeper understanding through hands-on experience. I share insights from my colleagues and former students who have successfully integrated tinkering into their teaching practices.

I encourage you to reflect on the ideas presented and discuss them with your colleagues. How can we better support non-specialist D&T teachers? What are the best ways to build teacher confidence and subject knowledge? 

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 the Talking D&T podcast, I describe the recent curriculum and assessment review panel meeting I attended in Cambridgeshire. I explore the ongoing call for evidence and its implications for design and technology education.

One key insight from the meeting was the emphasis on evolution, not revolution, in curriculum changes. This approach considers the financial constraints and the current strain on the teaching workforce. Another significant point was the focus on social justice, highlighting the need to address barriers faced by disadvantaged students and those with special educational needs.

We also discussed the potential impact of making the national curriculum mandatory for all schools, including academies. This could standardise educational aims and content, ensuring a more cohesive approach across the country.

For D&T teachers, this episode offers valuable reflections on how these changes might affect your practice. Consider how you can contribute to the call for evidence by identifying specific pinch points in the curriculum that impact your students. Reflect on what works well in your teaching and what could be improved, and think about how these insights can inform your responses.

Listeners, especially those in the UK, will find this episode particularly relevant, but I encourage our international audience to tune in as well. The themes of equity and effective curriculum design are universal.

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.

• Event for those involved in teaching design and technology in primary and secondary schools (6th November). Registration closes on 4th November.
• TeacherTapp
• Podcast Episodes mentioned:
  • Interview with Michelle Gregson, General Secretary from NSEAD.
  • Previous episode with Tony Ryan discussing the place of design and technology in the curriculum.

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 chat with Kevin Spurr and Becky Forshaw from Kitronik, a company supplying D&T resources to schools. Kevin, a co-founder with 20 years of experience, and Becky, a former primary teacher, offer unique perspectives on the evolving landscape of D&T education.

We explore how Kitronik develops products and resources balancing engagement, affordability, and curriculum relevance. Kevin shares insights into their manufacturing process and adapting to changing technologies, while Becky discusses creating flexible teacher resources.

We discuss the shift in electronics teaching in secondary schools and Kitronik's new 'Crafting Code' project for primary schools, blending coding with hands-on making.

This conversation highlights the interplay between curriculum, resources, and teacher expertise in shaping D&T education. It raises questions about supporting teachers' subject knowledge and adapting to technological changes while maintaining D&T's essence.

For educators, this episode offers insights on resource selection, curriculum planning, and professional development. How might you balance practical skills with conceptual understanding? How can we ensure D&T remains relevant and engaging for all students?

Connect with Kitronik

• Social media: @kitronik (X, Facebook, YouTube, Instagram, TikTok)
• Website: www.kitronik.co.uk

Products and resources mentioned:

1. Craft and Code (pre-launch info) 
2. Drag Racer: Product
3. Drag Racer: Resources
4. Electro-Fashion resources

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 of Talking D&T, I break down the curriculum and assessment review for England. As a researcher in design and technology education, I highlight key sections relevant to D&T teachers and stakeholders.

I walk you through the review's nine sections, focusing on areas like social justice, curriculum content, and assessment. You'll learn how to approach your response and understand the importance of providing specific examples.

We explore D&T's place in the curriculum and discuss maintaining a broad, balanced offering in schools. I share thoughts on addressing the decline in D&T uptake and the need for creative subjects.

This episode is useful for D&T teachers in England, but international listeners will find value in understanding curriculum reviews. I provide advice on crafting your response and invite you to a 6th November online event.

How might your perspective shape D&T education? Let's ensure our subject's vital role is recognised!

Mentioned in the show
1. Curriculum and assessment review call for evidence document
2. EPI report commissioned by the Design and Technology Association
3. "Debates in Design and Technology Education" book
4. Previous podcast episode on empathy in design and technology
5. Paper by Alison Hardy on the impact of Progress 8 on children's access to design and technology post-14
6. Online event on 6th November at 4:00 PM GMT to discuss the curriculum review response

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 of Talking D&T, I'm delighted to chat with Venessa Lourdes Silveira, a PhD student in Educational Theory and Practice with a fascinating background in design and technology education. We dive into Venessa's action research project on promoting creativity in secondary D&T classrooms through biomimicry.

Our conversation explores how nature-inspired design methods can spark student engagement and innovative thinking. Venessa shares insights from her collaborative work with classroom teacher Paul Maburu, revealing how outdoor learning experiences and carefully crafted prompts can transform students' design processes.

We discuss the challenges and rewards of implementing biomimicry in D&T lessons, touching on its potential to address wider issues like climate change and mental health in education. Venessa's approach offers a fresh perspective on moving beyond design fixation and embracing local knowledge and resources.

For D&T educators, this episode provides practical strategies for incorporating biomimicry into your teaching practice. We consider how cross-curricular collaboration, particularly with science colleagues, can enrich design projects and deepen students' understanding of the natural world.

Whether you're teaching in the UK or internationally, Venessa's research offers valuable insights into fostering creativity and environmental awareness through D&T. As you listen, consider how you might adapt these ideas to your own classroom context.

How might biomimicry reshape your approach to design challenges? Share your thoughts with colleagues and join the conversation about the future of D&T 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!

Subscriber-only episode

Send me a message.

How can the design and layout of a D&T classroom shape students' creativity and comfort in the space?

In this episode of Talking D&T, I continue the discussion from my recent chat with Alice Hellard and Derek Jones about design studio pedagogy. Their ideas got me thinking about the important role of physical space in design and technology education.

I consider how the D&T classroom can either welcome or intimidate students, especially as they move from primary to secondary school. Drawing on my own experiences and observations, I question whether starting with strict health and safety rules might work against the creative atmosphere we want to create.

I explore the link between our values as educators and the learning spaces we design. I talk about the importance of classroom layout, sharing stories about moving furniture around to encourage teamwork and the potential of flexible learning areas.

Key points include the idea of 'collaborative competition' in design education and finding a balance between safety and creating an environment where students feel free to experiment and take risks.

For D&T teachers and other interested listeners, this episode offers plenty to think about regarding how to match our physical spaces with our teaching philosophies. International listeners might find interesting comparisons with their own educational settings.

I suggest taking a fresh look at your teaching spaces. How do they show what you believe about design and technology education? More importantly, how do your students see and use these spaces? Chat with your colleagues about this – you could even take a photo of your classroom and discuss how it supports your teaching approach.

What small change could you make to your D&T space to better reflect your values as an educator?

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 chat with Alice Hellard, Programme Lead for Design and Technology PGCE at Goldsmiths University, and Derek Jones, senior lecturer in sustainable design at the Open University. We talk about design studios and their potential impact on D&T education.

Our conversation explores how studio practices can shape learning experiences, from primary classrooms to higher education. Alice shares insights from her teaching background, while Derek offers a unique perspective on virtual studios and they both discuss extended cognition in design.

We tackle some a range of topics, including the challenges of assessment in D&T, the importance of dialogue in the design process, and how to foster a studio mindset in secondary schools. One key takeaway is the value of creating spaces where students can experiment without predetermined outcomes – a concept that might seem daunting but could revolutionise some teachers' approach to D&T education.

As we discuss the various types of knowledge in design, from explicit facts to tacit understanding, I reflect of the complexity of our subject. This episode will challenge you to reflect on your own teaching practices and consider how elements of design studio pedagogy might enhance your students' learning experiences.

Details about Alice and Derek
Alice on Linkedin 

Goldsmiths

Email: [email protected]

Derek on LinkedIn

Distance Design Education website 

Derek's academic publications 

Design Research Society Pedagogy SIG

Radzikowska, M., Ruecker, S., & Roberst-Smith, J. (2019). Forget to Clean-Up When You’re Done. Proceedings of DRS Learn X Design 2019, 361–374. https://doi.org/10.21606/learnxdesign.2019.09071

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!

Subscriber-only episode

Send me a message.

In this thought-provoking episode of Talking D&T, I dive into the controversial topic of assessment in design and technology education, particularly focusing on the Non-Examined Assessment (NEA) at GCSE level in England. Drawing from my recent conversation with Louise and ongoing discussions in the field, I challenge the status quo and present what some might consider a radical view: that the current NEA structure may be wasting precious teaching time.

I explore the potential for shorter, more effective assessments, backed by research dating back to the late 80s and international practices. Highlighting the curriculum and assessment review led by Professor Becky Francis, I discuss the opportunity to revolutionize how we evaluate D&T capability.

Key points include:

1. Questioning the time allocated to NEAs in our already tight timetables
2. Examining alternative assessment methods that could better capture students' skills
3. The importance of clearly defined curriculum objectives in exam specifications

For D&T educators, this episode offers a fresh perspective on assessment practices and curriculum design. How might reducing formal assessment time impact your teaching and students' learning? Could we achieve more meaningful evaluations with less time?

Whether you're based in England or part of our growing international audience, this conversation encourages us to rethink our approach to D&T education. How can we ensure our assessments truly reflect the aims of D&T while maximizing learning time?

Let's keep this important dialogue going! Share your thoughts with colleagues and join the conversation about shaping the future of D&T assessment.

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.

Curious about how exam boards shape design and technology education? In this episode of Talking D&T, I sit down with Louise Attwood, Subject Support Lead for D&T at AQA. With eight years at the exam board and a background in teaching, Louise offers unique insights into the world of D&T qualifications.

We explore the intricate process of curriculum development and assessment, uncovering how AQA works with the Department for Education, Ofqual, and teachers to shape D&T education. Louise reveals the challenges of balancing content breadth with depth, and how recent reforms have impacted the subject.

A key takeaway is the importance of teacher involvement in qualification development. Louise shares multiple avenues for educators to contribute, from focus groups to feedback forms. We also discuss the delicate balance between political agendas and educational needs in curriculum design.

For D&T teachers in England and beyond, this episode offers valuable understanding of the forces shaping our subject. As you listen, consider how you might engage more actively in these processes. How could your experiences inform future curriculum changes?

Whether you're crafting lessons or influencing policy, this conversation will enrich your perspective on D&T education. Share your thoughts with colleagues and consider reaching out to exam boards or Ofqual with your insights.

Let's keep this important dialogue going! How will you contribute to shaping the future of D&T education?

Acknowledgement:
Some of the supplementary content for this 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. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

1. AQA
2. Department for Education (DfE) 
3. Ofqual (Office of Qualifications and Examinations Regulation) 
4. Link to register interest in discussing the future of AQA D&T specifications
5. AQA Professional Development page
6. Government launches Curriculum and Assessment Review.

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!

Subscriber-only episode

Send me a message.

In this episode of Talking D&T, I reflect on my recent conversation with Dawn, a textile specialist making significant contributions to design and technology education. I consider the insights gained from our engaging discussion about Dawn's journey from the textile industry to her current role in shaping D&T curriculum and practice.

I examine Dawn's evolving perspective on textiles within D&T education, noting her shift from advocating for a standalone GCSE qualification to recognising the value of integrating textiles more holistically into the broader D&T curriculum. This prompts me to consider the importance of being open to changing our views as educators and professionals.

Drawing from our chat, I highlight the nuances of textile design and its unique challenges, emphasizing the need for curriculum designers and policymakers to truly understand the materials and processes involved. I share how Dawn's insights reveal potential pitfalls when there's a lack of specialist knowledge in curriculum development.

Throughout my analysis, I return to a crucial question: What's the true aim of D&T education? I consider how we can best develop students' D&T capability and their ability to engage critically with the made world.

For both experienced D&T teachers and those new to the field, this episode offers valuable perspectives. How might we apply these ideas to our own practice and advocacy for the subject? How can we ensure that all aspects of D&T, including textiles, are properly represented and understood in curriculum development?

Let's continue this important dialogue. How have your own views on D&T education evolved over time, and what's sparked those changes?

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!