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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?
AQADepartment for Education (DfE) Ofqual (Office of Qualifications and Examinations Regulation) Link to register interest in discussing the future of AQA D&T specificationsAQA Professional Development page
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.Support the show
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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.
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In this episode of Talking D&T, I chat with Dawn Foxall, founder of the Textile Skills Centre. Dawn's fascinating journey from knitwear designer to opera singer, and finally to textiles education advocate, sets the stage for our wide-ranging conversation.
We delve into the current state of textiles education within D&T, exploring the challenges faced by teachers and the need for a more comprehensive approach. Dawn shares insights from her recent research, revealing surprising findings about teachers' preferences for textiles within D&T versus art and design.
One key takeaway is the importance of broadening our perception of textiles beyond fashion. We discuss how textiles intersect with various industries, from automotive to medical, highlighting the subject's relevance and potential to engage a diverse range of students.
The conversation also touches on the crucial role of assessment and curriculum design in shaping D&T education. We consider how exam boards and chief examiners influence the subject's direction and discuss the need for more up-to-date, relevant content in specifications.
For D&T teachers, this episode offers food for thought on how to present textiles as a versatile, technology-driven field. Consider how you might incorporate examples from diverse industries to showcase the breadth of textiles applications. How can we collectively work to ensure that textiles remains a vital part of D&T education? Let's keep this important dialogue going!
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
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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 chat with Dr Bethan Gordon, Dean of Cardiff School of Art and Design at Cardiff Metropolitan University. Bethan, a human-centred designer by training, has been deeply involved in developing the new curriculum for Wales.
We dive into the fascinating world of curriculum reform, exploring how Wales is revolutionising its approach to education. Bethan shares insights on their focus on developing both the curriculum and the teachers themselves, introducing the concept of 'teachers as inquirers'.
Two key points really caught my attention: firstly, the emphasis on empowering teachers to critically examine their practice and make evidence-informed decisions. Secondly, the integration of design thinking into the science and technology area of learning, while also promoting creativity and problem-solving across all subjects.
For D&T teachers, this episode offers a treasure trove of ideas to reflect on. How might an inquiry-based approach enhance your teaching? Could the Welsh model of positioning D&T skills across the curriculum offer fresh perspectives for your school?
Whether you're teaching in England, Wales, or further afield, there's plenty here to ponder and discuss with colleagues. It's intriguing to see how different education systems are evolving, and I'm keen to hear your thoughts on how these ideas might shape the future of D&T education.
This conversation with Bethan certainly gave me food for thought about curriculum development and teacher empowerment. What aspects resonate with your experience? Let's keep this important dialogue going!
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
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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 had the pleasure of interviewing Scott Bartholemew, a professor of technology and engineering studies at Brigham Young University in Utah, USA. We explored the landscape of design and technology education in America, which is known there as technology and engineering education.
Scott provided fascinating insights into the complex structure of technology education in the US, explaining how it varies significantly between states. He described the historical split between generalist technology education and career-focused technical education, represented by two main organisations: ITEEA and ACTE.
We discussed how the subject is taught at different levels, with a focus on broad exposure to various technologies in middle schools. Scott also highlighted an interesting development where school librarians have unexpectedly become key technology educators in primary schools.
A significant challenge Scott mentioned is the public's lack of understanding about what technology and engineering education entails. This often leads to oversimplification when explaining the subject.
Throughout our conversation, we drew parallels between the American system and the British D&T curriculum, noting both similarities and differences. It was refreshing to learn that despite the different terminology and structures, we face many similar challenges in promoting and developing our subject.
Overall, this international perspective provided valuable insights into how design and technology education is approached in another part of the world.
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In this episode of Talking D&T, I dive into the recently announced curriculum review for England and what it means for design and technology education. As someone who's been part of discussions shaping D&T's future, I share my thoughts on how teachers can get involved and influence government policy.
Design Council Policy Document: A collaborative report outlining recommendations for design education, launched in June 2024.Curriculum Review Terms of Reference: The government's outline for the review, focusing on core subjects and a broader curriculum.Redesigning D&T Project: An initiative led by Ciaran Ellis, Amanda Mason, and Andy Halliwell to gather teachers' views on contentious questions in D&T.Ofsted Curriculum Research Review for D&T: An upcoming publication expected to provide evidence on what makes D&T unique.Archer Exchange Network: A soon-to-be-launched platform where experts from Nottingham Trent University will share insights on D&T policies and classroom practice.
I explore the review's terms of reference, highlighting the emphasis on a 'broader curriculum' and what this could mean for D&T. Drawing on my experience, I suggest focusing on D&T's unique contribution to a broad education, rather than generic skills development.
I discuss the potential challenges and opportunities this review presents, considering teacher workload, budget constraints, and the need for evolution rather than revolution in our subject. I offer practical advice for teachers wanting to make their voices heard, from engaging with school leaders to participating in initiatives like the Redesigning D&T project.
Throughout, I emphasise the importance of evidence-based arguments and the need to balance the essence of D&T with practical considerations. Whether you're a primary or secondary teacher, or simply passionate about D&T's future, this episode provides food for thought on how we can collectively shape our subject.
So, how will you contribute to this crucial conversation about D&T's place in the curriculum? Let's ensure our subject's voice is heard loud and clear in this review!
LinksAcknowledgement
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 content and my editorial direction, Claude helped in refining and structuring information to best serve listeners.Support the show
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In this episode of Talking D&T, I chat with David Houston, team leader for schools and colleges at the V&A South Kensington. David shares his passion for design education and the pivotal role museums play in inspiring young minds.
Schools and Colleges In-person workshops Autumn 2024 - Summer 2025 - Workshop at V&A South KensingtonTeachers' resources for primary schoolsTeachers' resources for secondary schools & collegesTeacher Twilights & Teacher Sanctuaries can be found on the V&A What’s On page. DesignLab NationV&A InnovateYou can find V&A Innovate object in focus films on YouTube:
We delve into the V&A's innovative programmes, including DesignLab Nation and V&A Innovate, which bring design thinking to schools across the UK. David's insights on creating 'eureka moments' for students and the importance of hands-on experiences with objects are particularly fascinating.
Our conversation explores how museums can complement classroom learning, offering fresh perspectives and igniting creativity. David's anecdotes about students finding their voice in museum settings are inspiring.
We discuss the challenges facing D&T education and how museums can support teachers in delivering rich, engaging content. The V&A's teacher twilight sessions and resources emerge as useful tools for professional development.
This episode offers ideas for D&T teachers looking to enhance their practice. Consider how you might incorporate museum visits or object-based learning into your teaching. Could you collaborate with local museums to create similar opportunities for your students?
As we reflect on the cultural, social, and democratic aspects of design education, I encourage you to think about how these ideas align with your own teaching philosophy.
How might you foster those 'gasping for air' moments of learning in your classroom?
How can we, as D&T educators, build stronger bridges between schools and cultural institutions to enrich our students' learning experiences?
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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 yoSupport the show
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In this episode of Talking D&T, I explore the nuanced role of craft in design and technology education. I reflect on a recent conversation with Nicky Dewer, which prompted me to examine the complexities surrounding hands-on learning in our subject.
I argue against the notion of teaching high-level craft skills in schools, as we simply haven't the time to develop true craftspersonship. Instead, I propose that we focus on providing pupils with opportunities to engage in hands-on making as a means of developing their understanding of materials, processes, and embodied learning.
I discuss the benefits of incorporating craft-like activities, including fostering resilience, appreciation for handmade objects, and insight into the therapeutic nature of making. However, I also address the challenges we face, such as time constraints and limited resources.
I emphasise the importance of thoughtful planning, suggesting that teachers carefully consider the essential learning outcomes when incorporating hands-on activities. I also question the appropriateness of assessing practical skills in D&T, given the subject's broader aims.
Finally, I highlight how craft-based activities can be used to promote sustainability and environmental awareness, teaching pupils about responsible material use and product life cycles.
Throughout the episode, I aim to provoke thought and encourage D&T teachers to reconsider how they integrate practical skills into their lessons, moving away from the idea of separate 'theory lessons' and towards a more holistic approach that aligns with the subject's aims.
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In this episode of Talking D&T, I sit down with Amanda Mason and Ciaran Ellis to discuss their involvement in the Redesigning D&T project. We explore their motivations for joining the initiative and the valuable insights they've gained along the way.
Amanda, a secondary school teacher in the Northeast of England, shares how the project has deepened her understanding of the subject and its varied interpretations across schools. Ciaran, head of design technology in the Northwest, describes it as the best CPD he's ever had, empowering him to engage more confidently in academic discussions about the subject.
We examine the benefits of teachers participating in curriculum research, from personal growth to influencing policy. Both Amanda and Ciaran highlight the unexpected opportunities that have arisen from their involvement, including presenting at conferences and writing articles.
The conversation touches on the challenges of stimulating debate within the D&T community, particularly around contentious questions posed by the project. We discuss the importance of articulating our thinking about the subject, both within and outside the D&T community, to strengthen its profile and influence.
Finally, we consider why it's crucial for teachers to be involved in shaping the D&T curriculum through research. As Amanda aptly puts it, "Who's better informed about teaching design and technology than the teachers themselves?"
This episode offers a compelling look at how teachers can contribute to and benefit from curriculum research, potentially shaping the future of D&T education.
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In this episode of Talking D&T, I sat down with Jim Dale, Head of Product Design at Nottingham Trent University, to explore the evolving landscape of design education. Jim shared fascinating insights into how university courses are adapting to prepare students for the diverse world of modern product design.
We delved into the transition students face when moving from school to university, discussing how Jim's department helps broaden their understanding of design beyond physical objects to include digital products, systems, and services. Jim emphasised the importance of creating an environment where students feel comfortable exploring ideas and even failing, which contrasts with the often high-pressure atmosphere in schools.
Our conversation took an unexpected turn as we explored the potential role of language skills, particularly poetry, in enhancing students' ability to use AI tools in design. This led to a broader discussion on the importance of communication skills for designers, including the ability to articulate ideas verbally and visually.
Jim also shared his thoughts on how design and technology education in schools could be improved, suggesting a greater focus on rewarding exploration and risk-taking, alongside maintaining core skills like drawing and making.
Throughout our chat, it became clear that design education is a complex and rapidly evolving field. Jim's perspectives offered valuable food for thought on how we can better prepare students for the multifaceted world of design, from school through to university and beyond.
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In this episode of Talking D&T, I had the pleasure of interviewing Ryan Ball from the D&T Association. Our conversation centred around the current state of the design and technology teaching workforce in England. Ryan shared his insights from visiting numerous schools across the country, highlighting the enthusiasm of primary school teachers and the challenges faced by secondary school teachers.
We discussed the shift in demographics, with younger teachers bringing fresh ideas and skills in areas such as CAD and rapid prototyping. However, we also noted the increasing number of non-specialist teachers in D&T, which can impact the quality of teaching and the subject's perception. The D&T Association is addressing this issue by offering courses for non-specialist teachers and advocating for the subject with the government.
Ryan emphasised the importance of subject-specific CPD, adequate funding for resources, and support for teachers to maintain their passion and confidence in teaching D&T. We also touched upon the need for teachers to promote the subject effectively within their schools, considering the diverse needs of students in different locations.
Throughout our conversation, Ryan's enthusiasm for D&T shone through, and we both agreed that by working together as a community, we could continue to support teachers and promote the value of the subject. I left the interview feeling optimistic about the future of D&T education in England.
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D&T AssociationHouse of Commons Evidence Select Committee Report, published in June 2023
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In this episode of Talking D&T, I spoke with Holly Maxwell, a curriculum advisor for the Leigh Academy Trust, and Harkit Janagel, head of design and food at Strood Academy, about the differences between GCSE Design & Technology and GCSE 3D Design. We delved into the challenges teachers face when choosing between these qualifications and the reasons why some schools opt for 3D Design over D&T.
Holly and Harkit shared their experiences and insights, discussing the emphasis on theoretical knowledge in the current D&T GCSE and how 3D Design allows students to focus more on practical skills and creativity. We also touched upon the importance of language in shaping the identity and perception of the subject, as well as the role of teachers' specialisms and backgrounds in influencing their approach to teaching.
Throughout the conversation, I challenged some of the assumptions and beliefs surrounding the two qualifications, questioning whether the end goal and purpose of D&T and 3D Design are fundamentally different. We also explored the content overload in the current D&T GCSE and the need for a more concept-driven approach that moves away from material-specific identities.
This engaging discussion highlighted the complexities and ongoing debates within the D&T community, as teachers strive to provide the best educational experiences for their students while navigating the constraints and expectations of the education system.
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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.
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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.
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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.
Craft School - a free programme for teachers which has CPD and resources around teaching craft in schoolsInstagram - @craftscouncilMaterial 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)
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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.
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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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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.
If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.
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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
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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.
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! - Laat meer zien
