Talking D&T

Matt McLain is Head of Secondary Programmes at Liverpool John Moores University. He is writing a 'newish' chapter for the 4th edition of the Learning to Teach D&T book; its an amalgamation of sections from 3 chapters in the 3rd edition, with some additional focus using Matt's research about demonstrations and other signature pedagogies.

Transcript (pdf)

More about Matt McLain:

• On ResearchGate
• On Twitter
• At Liverpool John Moores University

More about the Learning to Teach D&T in the Secondary School book:
This edition is about a chapter in the forthcoming 4th edition of the well-known book Learning to Teach D&T in Secondary School. Previously edited by Dr Gwyneth-Owen-Jackson, the 4th edition is due for publication in 2020 and is edited by Dr Alison Hardy. With new and updated chapters, this book will be an essential companion for new and established D&T teachers.

• Learning to Teach Design and Technology in the Secondary School (3rd edition edited by Dr Gwyneth Owen-Jackson)

Support the show (https://ko-fi.com/alisonhardy)

Subscriber-only episode

Send me a message.

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!

Dr Marion Rutland is a world leading expert in food technology and D&T education. She led design and technology initial teacher education at the University of Roehampton and is currently editing a book about food education for Springer.

More about Dr Marion Rutland:

• On ResearchGate
• On Springer:
  • Food in the School Curriculum: A Discussion of Alternative Approaches
  • Food technology on the school curriculum in England: Is it a curriculum for the twenty-first century?
  • Perceptions of Primary Design and Technology

More about the Learning to Teach D&T in the Secondary School book:
This edition is about a chapter in the forthcoming 4th edition of the well-known book Learning to Teach D&T in Secondary School. Previously edited by Dr Gwyneth-Owen-Jackson, the 4th edition is due for publication in 2020 and is edited by Dr Alison Hardy. With new and updated chapters, this book will be an essential companion for new and established D&T teachers.

• Learning to Teach Design and Technology in the Secondary School (3rd edition edited by Dr Gwyneth Owen-Jackson)

Support the show (https://ko-fi.com/alisonhardy)