Episódios
-
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! -
Estão a faltar episódios?
-
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
Send me a message.
In this episode of the Talking D&T podcast, I reflect on the evolution of teaching electronics and systems in design and technology education. I share my experiences from when I started teaching in 1993, highlighting the changes and challenges we’ve faced over the years.
One of the main topics I discuss is the importance of maintaining technical rigour while making electronics accessible to students. I explore how the reduction in subject-specific training for teachers has impacted their confidence and effectiveness, especially when teaching out of their field of expertise. This is a significant issue, as it can lead to stress and affect teacher retention.
I also explore the concept of “tinkering” as a valuable learning approach. This method encourages both teachers and students to experiment and play with electronics, fostering a deeper understanding through hands-on experience. I share insights from my colleagues and former students who have successfully integrated tinkering into their teaching practices.
I encourage you to reflect on the ideas presented and discuss them with your colleagues. How can we better support non-specialist D&T teachers? What are the best ways to build teacher confidence and subject knowledge?
Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.If you like the podcast, you can always buy me a coffee to say 'thanks!'
Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.
If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.
If you want to support me by becoming a Patron click here.
If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you! -
Send me a message.
In this episode of the Talking D&T podcast, I describe the recent curriculum and assessment review panel meeting I attended in Cambridgeshire. I explore the ongoing call for evidence and its implications for design and technology education.
One key insight from the meeting was the emphasis on evolution, not revolution, in curriculum changes. This approach considers the financial constraints and the current strain on the teaching workforce. Another significant point was the focus on social justice, highlighting the need to address barriers faced by disadvantaged students and those with special educational needs.
We also discussed the potential impact of making the national curriculum mandatory for all schools, including academies. This could standardise educational aims and content, ensuring a more cohesive approach across the country.
For D&T teachers, this episode offers valuable reflections on how these changes might affect your practice. Consider how you can contribute to the call for evidence by identifying specific pinch points in the curriculum that impact your students. Reflect on what works well in your teaching and what could be improved, and think about how these insights can inform your responses.
Listeners, especially those in the UK, will find this episode particularly relevant, but I encourage our international audience to tune in as well. The themes of equity and effective curriculum design are universal.
Acknowledgement:
Event for those involved in teaching design and technology in primary and secondary schools (6th November). Registration closes on 4th November.TeacherTappPodcast 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.
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 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.ukProducts and resources mentioned:
Craft and Code (pre-launch info) Drag Racer: ProductDrag Racer: ResourcesElectro-Fashion resourcesAcknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.Support the show
If you like the podcast, you can always buy me a coffee to say 'thanks!'
Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.
If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.
If you want to support me by becoming a Patron click here.
If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you! -
Send me a message.
In this episode of Talking D&T, I break down the curriculum and assessment review for England. As a researcher in design and technology education, I highlight key sections relevant to D&T teachers and stakeholders.
I walk you through the review's nine sections, focusing on areas like social justice, curriculum content, and assessment. You'll learn how to approach your response and understand the importance of providing specific examples.
We explore D&T's place in the curriculum and discuss maintaining a broad, balanced offering in schools. I share thoughts on addressing the decline in D&T uptake and the need for creative subjects.
This episode is useful for D&T teachers in England, but international listeners will find value in understanding curriculum reviews. I provide advice on crafting your response and invite you to a 6th November online event.
How might your perspective shape D&T education? Let's ensure our subject's vital role is recognised!
Mentioned in the show
1. Curriculum and assessment review call for evidence document
2. EPI report commissioned by the Design and Technology Association
3. "Debates in Design and Technology Education" book
4. Previous podcast episode on empathy in design and technology
5. Paper by Alison Hardy on the impact of Progress 8 on children's access to design and technology post-14
6. Online event on 6th November at 4:00 PM GMT to discuss the curriculum review response
Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.Support the show
If you like the podcast, you can always buy me a coffee to say 'thanks!'
Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.
If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.
If you want to support me by becoming a Patron click here.
If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you! -
Send me a message.
In this episode of Talking D&T, I'm delighted to chat with Venessa Lourdes Silveira, a PhD student in Educational Theory and Practice with a fascinating background in design and technology education. We dive into Venessa's action research project on promoting creativity in secondary D&T classrooms through biomimicry.
Our conversation explores how nature-inspired design methods can spark student engagement and innovative thinking. Venessa shares insights from her collaborative work with classroom teacher Paul Maburu, revealing how outdoor learning experiences and carefully crafted prompts can transform students' design processes.
We discuss the challenges and rewards of implementing biomimicry in D&T lessons, touching on its potential to address wider issues like climate change and mental health in education. Venessa's approach offers a fresh perspective on moving beyond design fixation and embracing local knowledge and resources.
For D&T educators, this episode provides practical strategies for incorporating biomimicry into your teaching practice. We consider how cross-curricular collaboration, particularly with science colleagues, can enrich design projects and deepen students' understanding of the natural world.
Whether you're teaching in the UK or internationally, Venessa's research offers valuable insights into fostering creativity and environmental awareness through D&T. As you listen, consider how you might adapt these ideas to your own classroom context.
How might biomimicry reshape your approach to design challenges? Share your thoughts with colleagues and join the conversation about the future of D&T education.
Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.Support the show
If you like the podcast, you can always buy me a coffee to say 'thanks!'
Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.
If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.
If you want to support me by becoming a Patron click here.
If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you! -
Subscriber-only episode
Send me a message.
How can the design and layout of a D&T classroom shape students' creativity and comfort in the space?
In this episode of Talking D&T, I continue the discussion from my recent chat with Alice Hellard and Derek Jones about design studio pedagogy. Their ideas got me thinking about the important role of physical space in design and technology education.
I consider how the D&T classroom can either welcome or intimidate students, especially as they move from primary to secondary school. Drawing on my own experiences and observations, I question whether starting with strict health and safety rules might work against the creative atmosphere we want to create.
I explore the link between our values as educators and the learning spaces we design. I talk about the importance of classroom layout, sharing stories about moving furniture around to encourage teamwork and the potential of flexible learning areas.
Key points include the idea of 'collaborative competition' in design education and finding a balance between safety and creating an environment where students feel free to experiment and take risks.
For D&T teachers and other interested listeners, this episode offers plenty to think about regarding how to match our physical spaces with our teaching philosophies. International listeners might find interesting comparisons with their own educational settings.
I suggest taking a fresh look at your teaching spaces. How do they show what you believe about design and technology education? More importantly, how do your students see and use these spaces? Chat with your colleagues about this – you could even take a photo of your classroom and discuss how it supports your teaching approach.
What small change could you make to your D&T space to better reflect your values as an educator?
Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.If you like the podcast, you can always buy me a coffee to say 'thanks!'
Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.
If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.
If you want to support me by becoming a Patron click here.
If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you! -
Send me a message.
In this episode of Talking D&T, I chat with Alice Hellard, Programme Lead for Design and Technology PGCE at Goldsmiths University, and Derek Jones, senior lecturer in sustainable design at the Open University. We talk about design studios and their potential impact on D&T education.
Our conversation explores how studio practices can shape learning experiences, from primary classrooms to higher education. Alice shares insights from her teaching background, while Derek offers a unique perspective on virtual studios and they both discuss extended cognition in design.
We tackle some a range of topics, including the challenges of assessment in D&T, the importance of dialogue in the design process, and how to foster a studio mindset in secondary schools. One key takeaway is the value of creating spaces where students can experiment without predetermined outcomes – a concept that might seem daunting but could revolutionise some teachers' approach to D&T education.
As we discuss the various types of knowledge in design, from explicit facts to tacit understanding, I reflect of the complexity of our subject. This episode will challenge you to reflect on your own teaching practices and consider how elements of design studio pedagogy might enhance your students' learning experiences.
Details about Alice and Derek
Alice on LinkedinGoldsmiths
Email: [email protected]Derek on LinkedIn
Distance Design Education website
Derek's academic publications
Design Research Society Pedagogy SIG
Radzikowska, M., Ruecker, S., & Roberst-Smith, J. (2019). Forget to Clean-Up When You’re Done. Proceedings of DRS Learn X Design 2019, 361–374. https://doi.org/10.21606/learnxdesign.2019.09071Acknowledgement:
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 youSupport the show
If you like the podcast, you can always buy me a coffee to say 'thanks!'
Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.
If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.
If you want to support me by becoming a Patron click here.
If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you! -
Subscriber-only episode
Send me a message.
In this thought-provoking episode of Talking D&T, I dive into the controversial topic of assessment in design and technology education, particularly focusing on the Non-Examined Assessment (NEA) at GCSE level in England. Drawing from my recent conversation with Louise and ongoing discussions in the field, I challenge the status quo and present what some might consider a radical view: that the current NEA structure may be wasting precious teaching time.
I explore the potential for shorter, more effective assessments, backed by research dating back to the late 80s and international practices. Highlighting the curriculum and assessment review led by Professor Becky Francis, I discuss the opportunity to revolutionize how we evaluate D&T capability.
Key points include:
Questioning the time allocated to NEAs in our already tight timetablesExamining alternative assessment methods that could better capture students' skillsThe importance of clearly defined curriculum objectives in exam specificationsFor D&T educators, this episode offers a fresh perspective on assessment practices and curriculum design. How might reducing formal assessment time impact your teaching and students' learning? Could we achieve more meaningful evaluations with less time?
Whether you're based in England or part of our growing international audience, this conversation encourages us to rethink our approach to D&T education. How can we ensure our assessments truly reflect the aims of D&T while maximizing learning time?
Let's keep this important dialogue going! Share your thoughts with colleagues and join the conversation about shaping the future of D&T assessment.
If you like the podcast, you can always buy me a coffee to say 'thanks!'
Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.
If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.
If you want to support me by becoming a Patron click here.
If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you! -
Send me a message.
Curious about how exam boards shape design and technology education? In this episode of Talking D&T, I sit down with Louise Attwood, Subject Support Lead for D&T at AQA. With eight years at the exam board and a background in teaching, Louise offers unique insights into the world of D&T qualifications.
We explore the intricate process of curriculum development and assessment, uncovering how AQA works with the Department for Education, Ofqual, and teachers to shape D&T education. Louise reveals the challenges of balancing content breadth with depth, and how recent reforms have impacted the subject.
A key takeaway is the importance of teacher involvement in qualification development. Louise shares multiple avenues for educators to contribute, from focus groups to feedback forms. We also discuss the delicate balance between political agendas and educational needs in curriculum design.
For D&T teachers in England and beyond, this episode offers valuable understanding of the forces shaping our subject. As you listen, consider how you might engage more actively in these processes. How could your experiences inform future curriculum changes?
Whether you're crafting lessons or influencing policy, this conversation will enrich your perspective on D&T education. Share your thoughts with colleagues and consider reaching out to exam boards or Ofqual with your insights.
Let's keep this important dialogue going! How will you contribute to shaping the future of D&T education?
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
If you like the podcast, you can always buy me a coffee to say 'thanks!'
Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.
If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.
If you want to support me by becoming a Patron click here.
If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you! -
Subscriber-only episode
Send me a message.
In this episode of Talking D&T, I reflect on my recent conversation with Dawn, a textile specialist making significant contributions to design and technology education. I consider the insights gained from our engaging discussion about Dawn's journey from the textile industry to her current role in shaping D&T curriculum and practice.
I examine Dawn's evolving perspective on textiles within D&T education, noting her shift from advocating for a standalone GCSE qualification to recognising the value of integrating textiles more holistically into the broader D&T curriculum. This prompts me to consider the importance of being open to changing our views as educators and professionals.
Drawing from our chat, I highlight the nuances of textile design and its unique challenges, emphasizing the need for curriculum designers and policymakers to truly understand the materials and processes involved. I share how Dawn's insights reveal potential pitfalls when there's a lack of specialist knowledge in curriculum development.
Throughout my analysis, I return to a crucial question: What's the true aim of D&T education? I consider how we can best develop students' D&T capability and their ability to engage critically with the made world.
For both experienced D&T teachers and those new to the field, this episode offers valuable perspectives. How might we apply these ideas to our own practice and advocacy for the subject? How can we ensure that all aspects of D&T, including textiles, are properly represented and understood in curriculum development?
Let's continue this important dialogue. How have your own views on D&T education evolved over time, and what's sparked those changes?
Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.If you like the podcast, you can always buy me a coffee to say 'thanks!'
Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.
If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.
If you want to support me by becoming a Patron click here.
If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you! -
Send me a message.
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
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 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
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 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.
(Text generated by AI, edited by Alison Hardy)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 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
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 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?
Mentioned:
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 yoSupport the show
If you like the podcast, you can always buy me a coffee to say 'thanks!'
Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.
If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.
If you want to support me by becoming a Patron click here.
If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you! -
Subscriber-only episode
Send me a message.
In this episode of Talking D&T, I 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.
(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.
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! - Mostrar mais
