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Knowledge frameworks matter profoundly in Design and Technology education, yet teachers often struggle to distinguish between what students need to know for a specific project versus what builds lasting capability. This episode tackles that challenge head-on.

In this episode, I explore the concept of knowledge frameworks in design and technology education, continuing my series on what research tells us about D&T. I delve into two types of knowledge that I believe are particularly relevant to our subject: residual knowledge and fingertip/situated knowledge.

Drawing from Christine Counsell's work in history education, I explain how these frameworks can help D&T teachers distinguish between knowledge that serves an immediate design context and knowledge that builds lasting capability. Using a biodiversity garden project as an example, I illustrate how certain knowledge (like specific materials properties) serves the immediate task, while other understanding contributes to transferable skills students carry forward.

This distinction is crucial for curriculum planning. When teaching about materials like chicken wire or bamboo, facts about cutting techniques might be context-specific, but understanding material selection represents residual knowledge that contributes to enduring D&T capability. This framework helps teachers make intentional decisions about what deserves emphasis and retrieval practice.

I also explore the importance of authentic contexts, warning against tokenistic project scenarios while emphasising that engagement remains crucial for effective learning. D&T educators must draw on their understanding of local environments and student interests, adapting resources to create meaningful learning experiences.

For teachers developing units of work, this episode offers both theoretical clarity and practical guidance to navigate the tension between project-based learning and building transferable knowledge. How might this framework transform your approach to curriculum planning and help you build students' D&T capability more effectively? 

Links and Resources Mentioned

1. Christine Counsell's work on residual knowledge and fingertip knowledge in history education
2. McCormick's 2004 paper on situated knowledge in design contexts
3. Kay Stables' work on authentic contexts in D&T education
4. Unit of work about biodiversity in school gardens created by Alison Hardy and Sarah Davies
5. Ofsted research reviews published on their website

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

Support the show

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

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

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

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

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

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

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

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

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

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

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

Support the show

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

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

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

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

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

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

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

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

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

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

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

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

Support the show

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

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

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

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

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

Send me a message.

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

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

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

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

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

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

Mentioned in the show

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

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

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on my research, thinking and direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

Support the show

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

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

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

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

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

Subscriber-only episode

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

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

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

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

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

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

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

Learning to Teach Design and Technology

Design And Technology Capability (MESH Summary)

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

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

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

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

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

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

Send me a message.

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

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

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

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

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

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

Support the show

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

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

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

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

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

Send me a message.

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

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

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

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

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

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

Support the show

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

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

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

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

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

Send me a message.

In this reflective end-of-year episode, I take stock of Talking D&T's journey through 2024 and share plans for the future. With 52 episodes published this year - including 27 interviews spanning two major series, PATT40 and Shaping D&T - it's been my most prolific year yet, reaching listeners through nearly 8,000 downloads.

I reflect on how the podcast has evolved from its origins as a way to make design and technology research more accessible to teachers, into a platform for, what I hope is, meaningful dialogue about D&T education. The conversations this year have ranged from classroom experiences to curriculum development, featuring voices from across the D&T community - from undergraduate students to international colleagues.

A golden thread throughout has been the value of teacher-led research and curriculum development, highlighted through our Redesigning D&T project interviews. The podcast has also opened up important discussions about the future of D&T education, bringing policy-level conversations directly to practitioners through the Shaping D&T series.

For those interested in supporting the podcast's continued development, I discuss the various ways to engage, from subscribing to sharing feedback. This collaborative approach helps ensure the podcast remains an independent voice for the D&T community while covering its modest running costs.

As we look toward 2025, how might you contribute to these ongoing conversations about D&T education? What topics would you like to explore in future episodes?

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 chat with Simone Norman, a D&T teacher at Sutton High School in South London who also leads on equality, diversity and inclusion. Our conversation examines a fascinating paper from the PAT40 conference about conversation analysis and variation theory in technical education, which particularly resonated with Simone's teaching experience.

We explore how teachers plan and deliver technical demonstrations, examining the intricate interplay between verbal and non-verbal communication in the workshop. Simone shares compelling insights about the evolution of student-teacher conversations, from directing year 7 pupils to engaging in collaborative dialogue with year 13s about their design decisions.

One particularly fascinating thread emerges around the role of sensory learning in D&T - how sound, smell, and touch become crucial indicators of process success or failure. We discuss how teachers can deliberately plan for and use these elements in their demonstrations to deepen student understanding.

For D&T educators, this episode offers fresh perspectives on teaching technical processes and skills. Consider how you might more explicitly incorporate sensory awareness into your demonstrations, or how you could use planned 'failures' as powerful teaching moments. The discussion challenges us to think beyond just the end product and consider the rich learning opportunities within the technical processes themselves.

Whether you're teaching in England or following D&T education developments internationally, this conversation prompts important questions about pedagogical approaches in our subject. How might you apply conversation analysis principles to enhance your technical demonstrations? Let's continue exploring these ideas together!


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.

I am encouraging you to respond to the Ofsted Consultation on their proposals for future inspections.

Here's where you can find the details: Ofsted Consultation 

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 reflective episode of Talking D&T, I explore the key themes and insights that emerged from my 26-part series on shaping design and technology education. Drawing from my conversations with educators, researchers, and industry experts throughout 2024, I examine the ongoing debate between evolution versus revolution in D&T education.

One fascinating thread running through many of my discussions was the crucial role of teacher voice in curriculum development. From my conversations with Amanda Mason and Ciaran Ellis about the Redesigning D&T project to discussions with international colleagues about different approaches worldwide, it's clear that teachers must be at the heart of shaping the subject's future.

I examine how the shift from local authority support to multi-academy trusts has transformed teacher collaboration and professional development. This transition raises important questions about how we support and empower D&T teachers to conduct research, share insights, and contribute to the subject's development.

For D&T educators, this episode offers a chance to reflect on the broader conversations shaping our subject. Whether you're teaching in a primary classroom or leading a department, these discussions about curriculum evolution, assessment methods, and the balance between traditional skills and new technologies directly impact your practice.

As I look ahead, I encourage you to consider your role in shaping D&T education. How might you contribute to these ongoing discussions within your own setting? What changes would you like to see in the subject, and how can we work together to achieve them?

I'd love to hear your thoughts on how we can collectively strengthen D&T education while maintaining its core purpose of developing creative, technical, and practical expertise in our learners.

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.

I am encouraging you to respond to the Ofsted Consultation on their proposals for future inspections.

Here's where you can find the details: Ofsted Consultation 

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 joined by Michele Gregson, General Secretary and Chief Executive of the National Society for Education in Art and Design (NSEAD). With over 30 years of experience across education, Michele brings valuable insights into the relationship between art & design and design & technology education.

We explore the complex interplay between these two subjects, discussing both the common ground and distinctive characteristics that make each unique. Our conversation delves into how curriculum pressures and resource constraints are reshaping both subjects, sometimes leading to what Michele thoughtfully describes as 'blurring' rather than meaningful collaboration.

Two particularly fascinating threads emerge: firstly, the concept of a 'spectrum of practice' that spans from purely artistic self-expression to tightly constrained technical design, and secondly, the nature of creativity across both subjects. Michele challenges traditional assumptions about where creativity resides in the curriculum, prompting important questions about how we conceptualise and teach creative practices.

For D&T educators, this discussion offers fresh perspectives on curriculum planning and subject identity. Consider how you might articulate the distinctive value of D&T while acknowledging productive overlaps with art & design. What opportunities exist in your setting for meaningful collaboration that enhances rather than diminishes subject integrity?

This conversation comes at a crucial time as we shape the future of design education. How might we maintain subject distinctiveness while fostering genuine cross-disciplinary learning? Share your thoughts and experiences - let's continue this vital dialogue about preserving and evolving our subjects for today's learners.

Let me know what resonates with your experience - I'd love to hear your perspective on this ongoing conversation about subject identity and integrity.

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.

I am encouraging you to respond to the Ofsted Consultation on their proposals for future inspections.

Here's where you can find the details: Ofsted Consultation 

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!