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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.

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.

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.

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 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!