Talking D&T

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In this episode of Talking D&T, I interview Milly Kearns, a final year Product Design student at Nottingham Trent University. Milly shares her experiences studying Design and Technology (D&T) in school and how that led her to pursue product design at university. We discuss the differences and similarities between D&T at school versus university, including the focus on collaboration, presentation skills, and the application of theoretical knowledge.

Milly offers insightful advice for D&T teachers, suggesting they continue encouraging students to explore multiple ideas rather than fixating on their first concept. She also recommends moving away from the practice of cramming process documents with unnecessary information and instead focus on the quality and relevance of the content. Additionally, Milly advocates for more collaborative studio-style learning in D&T classrooms to better prepare students for real-world design practices.

We also touch upon Milly's dissertation research on creative education and her final project, which involves designing a system to support people diagnosed with arthritis through clay classes and holistic therapies. As the episode concludes, Milly shares her aspirations to become a D&T teacher and help shape the next generation of designers.

(Text generated by AI, edited by Alison Hardy)

Mentioned in the podcast - detailed links are only available to subscribers

Nottingham Trent University's Product Design programme

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In this episode of the Talking D&T podcast, I interviewed Janine Pavlis, a lecturer at St Mary's University in Twickenham, London, who specialises in primary design and technology education. We discussed the current state of D&T in primary schools, including the statutory requirements, the typical structure of lessons, and the importance of creativity and problem-solving skills.

Janine shared examples of good practice she has observed, such as the integration of computing skills and the use of real-world problems. However, she also highlighted the challenges faced by primary school teachers, including the need for ongoing professional development, the lack of resources, and the pressure to buy into pre-made schemes of work.

We explored the importance of considering primary education when shaping the future of D&T and the need for more research on inclusive practices within the subject. Janine expressed her concern that primary school teachers are not being consulted enough when it comes to making decisions about the D&T curriculum.

Throughout our conversation, we emphasised the significance of aligning teaching with the values and aims of the subject, ensuring that children understand the purpose behind their learning. We also discussed the potential for further research into teachers' motivations and experiences in teaching D&T at the primary level.

(Text generated by AI, edited by Alison Hardy)

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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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In this episode of the Talking D&T podcast, I had the pleasure of interviewing Nicky Dewar, the Director of Learning and Skills at the Crafts Council. We discussed the importance of craft in design and technology education and the challenges faced by schools in incorporating hands-on making experiences for students.

Nicky shared her insights on how the craft element in both art and design and design technology has been slowly eroding over time. She emphasized the significance of engaging children and young people with materials, allowing them to understand how different materials react and how they can be used to tell stories or respond to challenges.

We also talked about the mental health benefits of craft and how it can help students feel calm and release feel-good hormones. Nicky highlighted the need for supporting teachers through specialist training and encouraging them to take advantage of the rich offerings available from organizations like the Crafts Council.

Throughout our conversation, Nicky stressed the importance of recognizing the value of craft in education and how it can make a significant difference in various aspects of life, from economic value to community well-being. She also shared details about the Crafts Council's initiatives, such as Craft School and Material World, which aim to inspire and support teachers in delivering engaging craft activities in their classrooms.

Links

• Craft School - a free programme for teachers which has CPD and resources around teaching craft in schools
• Instagram - @craftscouncil
• Material World - the current Craft School challenge in partnership with the Eden Project, focusing on sustainability and environmental responsibility (registration deadline for this year is February 14, 2024, but it will run again from September 2024 onwards)

Other links to things mentioned in the show are  only available to subscribers

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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In this episode of Talking D&T, I reflect on the conversation published earlier this week with Tony Ryan about the various industry contexts developed by the Design and Technology Association for Key Stage 3 pupils in England. I explore  the complexities that teachers face when designing a unit of work, particularly in the realm of design and technology.

Drawing from the "Inspired by Industry" work discussed by Tony, I emphasise the importance of selecting contexts that engage and motivate young learners. However, I also acknowledge that not all contexts will appeal to every pupil, as engagement is subjective and dependent on individual interests.

I discuss the role of teacher stereotypes and the need for awareness when choosing design contexts. Using the example of dinosaurs, I explain how teachers might assume certain topics will appeal to specific age groups or genders, and I encourage listeners to question these assumptions by referring to Ulrika Sultan's work on gender stereotyping.

Also, I stress the importance of considering pupil progression when planning units of work. I argue that the context itself is not the primary driver for learning but rather a motivator for interest and enjoyment. Teachers must think about how the unit builds upon previous knowledge, introduces new concepts, and prepares pupils for future learning. By doing so, they can help children move from surface-level understanding to deep knowledge retention.

(Text generated by AI, edited by Alison Hardy)

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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Early this year I had the pleasure of interviewing Tony Ryan, the Chief Executive of the Design and Technology Association. In this episode, Tony shared exciting updates about the association's initiatives to support and advance design and technology education in the UK.

We discussed the "Reimagined" program, which focuses on developing a design-driven, problem-solving approach to the subject at Key Stage 3. The association has created 12 units of work, with plans to release up to 30, inspired by real-world challenges provided by over 300 industry partners. These units aim to engage students in iterative design, CAD, and 3D printing while fostering essential skills like tenacity and collaboration.

Tony also highlighted the Association's efforts in primary education, with the popular "Projects on a Page" resources and plans to digitize them for interactive classroom use. We touched upon the lobbying efforts to ensure design and technology remains a valued subject in the curriculum and the need for evidence-based research to support these initiatives.

Throughout our conversation, Tony's passion for the subject and dedication to creating innovative, accessible resources shone through. I'm excited to see the impact these projects will have on students and teachers alike.

(Text generated by AI, edited by Alison Hardy)

From the Design and Technology Association

Re-imagining report

Inspired by Industry:  www.inspiredbyindustry.org.uk, including  the dinosaur unit (click on the 'promotional displays' button).

Projects on a Page is sold separately, it is better value  purchased with primary school membership

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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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In this episode of Talking D&T, I wanted to delve into the topic of collaboration, support, and networks for design and technology teachers. Drawing inspiration from the successful model of the Food Teachers Centre, I discussed the importance of creating spaces where teachers can collaborate and share ideas while maintaining clear standards and boundaries around the subject.

I reflected on how the shift from local authorities to multi-academy trusts has impacted the support and collaboration available to D&T teachers. The Food Teachers Centre has stepped in to fill this gap, providing a moderated space where teachers can come together, share understanding, and challenge each other to maintain high standards in the subject.

I emphasised the need for similar moderated spaces in design and technology, where teachers can be nurtured, mentored, and held accountable for their practice. These networks serve as marketing tools, showcasing the best practices in D&T education, while also providing a platform for teachers to develop and grow.

Looking forward, I shared my plans to launch a moderated space for D&T teachers through the Archer Exchange at Nottingham Trent University. I invite listeners to join the beta version and provide feedback to help shape this new collaborative network. By creating and nurturing these spaces, we can ensure that design and technology education continues to thrive and evolve in the years to come.

(Text generated by AI, edited by Alison Hardy)

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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In this episode of Talking D&T, I sit down with Dave Parry, Design and Technology Advisor at CLEAPSS, to discuss the current state of D&T education in England and explore potential ways to shape its future. Dave shares his insights from visiting numerous schools and highlights some of the main challenges the subject faces, including a shortage of trained staff, difficulties in recruiting and retaining teachers, and limited access to professional development opportunities.

We delve into the importance of fostering collaboration among stakeholders, such as awarding bodies, to create a shared understanding of the subject's goals and constraints. Dave emphasizes the need for teachers to embrace their agency and professionalism in designing engaging and relevant D&T curricula, while also considering sustainability and environmental issues.

Throughout our conversation, we explore practical strategies for reimagining D&T education, such as focusing on problem-solving rather than take-home projects, utilizing reusable materials and components, and leveraging community resources and partnerships. We also discuss the potential impact of the upcoming Ofsted subject review and the need for effective moderation in online teacher communities.

As we conclude our discussion, I invite listeners to engage with the ideas presented and share their thoughts on shaping the future of D&T education. Together, we can work towards a more collaborative, creative, and sustainable approach to teaching and learning in this vital subject area.

(Text generated by AI, edited by Alison Hardy)

Links to things mentioned in the show are  only available to subscribers.

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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In this episode of Talking D&T, I reflect on my thought-provoking conversation with David Spendlove from Tuesday's episode. David's radical ideas about design and technology education, particularly his challenge to move away from unsustainable consumerism and embed critical thinking about values and politics, got me thinking about what this might look like in practice for D&T teachers.

I explore how we can reimagine D&T lessons to put values and sustainability at the heart, moving away from designing and making products that may end up in the bin. I suggest reframing design projects to focus on systemic solutions, emphasizing design for longevity, repair, and reuse, and encouraging critical discussions about the ethics of design.

For younger children, I propose using storytelling, imaginative play, and hands-on material collections to explore sustainability and empathy. I also highlight the importance of setting design challenges within children's own experiences and concerns while pushing them to understand others' perspectives.

Throughout the episode, I offer practical strategies and ideas for teachers to incorporate these principles into their classrooms. I conclude by inviting listeners to consider whether we need a radical rethink of D&T education or if opportunities for change already exist within the current curriculum framework.


(Text generated by AI, edited by Alison Hardy)

Links to things mentioned in the show are  only available to subscribers.

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

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In this episode, I interview  David Spendlove, a professor at the University of Manchester, about his radical thinking on design and technology education. Spendlove reintroduces his concept of "Design and Technology 2.0," which aims to create a new conceptual space for rethinking the subject without the baggage of its current form.

David argues that the current model of D&T education, driven by materialistic outcomes and consumerist ideologies, may be doing more harm than good in today's context of sustainability and climate change concerns. He suggests that D&T education should move away from its focus on product creation and instead empower students to question assumptions and engage with the complexity of values involved in design decisions.

The discussion delves into the political nature of D&T education, its historical context, and the challenges it faces in the current educational landscape. David emphasises the need for a critical examination of the subject's underlying ideologies and the importance of considering an "Earth-centred" approach rather than just focusing on human needs and wants.

The podcast concludes with thoughts on the future of D&T education, the role of academia in provoking new ideas, and the necessity of creating space for teachers to rethink the subject. David and I highlight the potential for D&T to be a powerful and transformative subject on the curriculum if it can evolve to address the pressing issues of our time.

(Text generated by AI, edited by Alison Hardy)

Links to things mentioned in the show are  only available to subscribers.

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

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In this episode of Talking D&T, I dive into the aims of the Design and Technology National Curriculum in England. I discuss the four main aims as they are currently written, analyzing what each one entails and how they contribute to the overall purpose of the subject. 

I explore the first aim, which focuses on developing creative, technical, and practical expertise to participate in a technological world. The second aim is about building a repertoire of knowledge, understanding, and skills to design and make high-quality prototypes and products. I question the wording and phrasing of this aim, pondering if it could be streamlined for clarity. 

The third aim revolves around critiquing, evaluating, and testing ideas, products, and the work of others. I highlight the importance of distinguishing between critiquing one's own work versus the work of peers or professionals. Lastly, I touch on the fourth aim concerning nutrition and cooking.

Throughout the episode, I emphasize the significance of having clear aims to guide lesson planning and measure the success of the subject. I argue that well-defined aims provide a cohesive big picture and prevent the subject content from feeling disjointed.

While I generally agree with the aims, I point out some issues with their phrasing and offer insights on how teachers and curriculum planners can interpret and apply them effectively in the classroom. I hope this episode helps listeners better understand the intentions behind the Design and Technology curriculum.


(Text generated by AI, edited by Alison Hardy)

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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