Talking D&T Dr Alison Hardy

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In this episode of Talking D&T, I sit down with Dave Parry, Design and Technology Advisor at CLEAPSS, to discuss the current state of D&T education in England and explore potential ways to shape its future. Dave shares his insights from visiting numerous schools and highlights some of the main challenges the subject faces, including a shortage of trained staff, difficulties in recruiting and retaining teachers, and limited access to professional development opportunities.

We delve into the importance of fostering collaboration among stakeholders, such as awarding bodies, to create a shared understanding of the subject's goals and constraints. Dave emphasizes the need for teachers to embrace their agency and professionalism in designing engaging and relevant D&T curricula, while also considering sustainability and environmental issues.

Throughout our conversation, we explore practical strategies for reimagining D&T education, such as focusing on problem-solving rather than take-home projects, utilizing reusable materials and components, and leveraging community resources and partnerships. We also discuss the potential impact of the upcoming Ofsted subject review and the need for effective moderation in online teacher communities.

As we conclude our discussion, I invite listeners to engage with the ideas presented and share their thoughts on shaping the future of D&T education. Together, we can work towards a more collaborative, creative, and sustainable approach to teaching and learning in this vital subject area.

(Text generated by AI, edited by Alison Hardy)

Links to things mentioned in the show are  only available to subscribers.


Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?What do you think? Join the conversation over on LinkedIn and let us know what you think. 
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If you like the podcast, you can always buy me a coffee to say 'thanks!'

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

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In this episode of Talking D&T, I reflect on my thought-provoking conversation with David Spendlove from Tuesday's episode. David's radical ideas about design and technology education, particularly his challenge to move away from unsustainable consumerism and embed critical thinking about values and politics, got me thinking about what this might look like in practice for D&T teachers.

I explore how we can reimagine D&T lessons to put values and sustainability at the heart, moving away from designing and making products that may end up in the bin. I suggest reframing design projects to focus on systemic solutions, emphasizing design for longevity, repair, and reuse, and encouraging critical discussions about the ethics of design.

For younger children, I propose using storytelling, imaginative play, and hands-on material collections to explore sustainability and empathy. I also highlight the importance of setting design challenges within children's own experiences and concerns while pushing them to understand others' perspectives.

Throughout the episode, I offer practical strategies and ideas for teachers to incorporate these principles into their classrooms. I conclude by inviting listeners to consider whether we need a radical rethink of D&T education or if opportunities for change already exist within the current curriculum framework.


(Text generated by AI, edited by Alison Hardy)

Links to things mentioned in the show are  only available to subscribers.
Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?What do you think? Join the conversation over on LinkedIn and let us know what you think. 
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 interview  David Spendlove, a professor at the University of Manchester, about his radical thinking on design and technology education. Spendlove reintroduces his concept of "Design and Technology 2.0," which aims to create a new conceptual space for rethinking the subject without the baggage of its current form.
David argues that the current model of D&T education, driven by materialistic outcomes and consumerist ideologies, may be doing more harm than good in today's context of sustainability and climate change concerns. He suggests that D&T education should move away from its focus on product creation and instead empower students to question assumptions and engage with the complexity of values involved in design decisions.
The discussion delves into the political nature of D&T education, its historical context, and the challenges it faces in the current educational landscape. David emphasises the need for a critical examination of the subject's underlying ideologies and the importance of considering an "Earth-centred" approach rather than just focusing on human needs and wants.
The podcast concludes with thoughts on the future of D&T education, the role of academia in provoking new ideas, and the necessity of creating space for teachers to rethink the subject. David and I highlight the potential for D&T to be a powerful and transformative subject on the curriculum if it can evolve to address the pressing issues of our time.

(Text generated by AI, edited by Alison Hardy)


Links to things mentioned in the show are  only available to subscribers.
 
Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?What do you think? Join the conversation over on LinkedIn and let us know what you think. 
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 Talking D&T, I dive into the aims of the Design and Technology National Curriculum in England. I discuss the four main aims as they are currently written, analyzing what each one entails and how they contribute to the overall purpose of the subject. 

I explore the first aim, which focuses on developing creative, technical, and practical expertise to participate in a technological world. The second aim is about building a repertoire of knowledge, understanding, and skills to design and make high-quality prototypes and products. I question the wording and phrasing of this aim, pondering if it could be streamlined for clarity. 

The third aim revolves around critiquing, evaluating, and testing ideas, products, and the work of others. I highlight the importance of distinguishing between critiquing one's own work versus the work of peers or professionals. Lastly, I touch on the fourth aim concerning nutrition and cooking.

Throughout the episode, I emphasize the significance of having clear aims to guide lesson planning and measure the success of the subject. I argue that well-defined aims provide a cohesive big picture and prevent the subject content from feeling disjointed.

While I generally agree with the aims, I point out some issues with their phrasing and offer insights on how teachers and curriculum planners can interpret and apply them effectively in the classroom. I hope this episode helps listeners better understand the intentions behind the Design and Technology curriculum.


(Text generated by AI, edited by Alison Hardy)
Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?What do you think? Join the conversation over on LinkedIn and let us know what you think. 
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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This week’s episode is part of the Shaping D&T series, running from April to August 2024, where i interview a variety of people and discuss the current state and future of design and technology (D&T) education. This week it’s just me exploring the current   national curriculum for D&T in England, which has undergone several iterations, with the current version established in 2013-2014, making it the longest-standing iteration. The curriculum’s development involved expert review, led by Tim Oates, with a particular emphasis on aligning it with educational philosophies of figures like ED Hirsch and Daniel Willingham. However, the lack of a clear epistemology for D&T led to debates and criticisms, resulting in a revised curriculum that lacks external consultation. This has caused confusion and dissatisfaction within the D&T community.

The curriculum aims to develop students’ creative, technical, and practical expertise, preparing them for an increasingly technological world. However, concerns arise regarding the integration of cooking and nutrition, which was previously embedded in D&T but now exists as a separate entity, causing confusion and diluting the subject’s integrity. Despite flaws, the curriculum provides a foundation for teaching and learning, with opportunities for evolution rather than dramatic overhaul. Future episodes will explore various perspectives on the curriculum and propose potential changes to address its shortcomings.




Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?What do you think? Join the conversation over on LinkedIn and let us know what you think. 
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 Talking D&T, I delve into the historical context and the reasons behind my decision to start the "Shaping Design and Technology Education" series. I reflect on the conversations and committees formed to discuss the state and future of D&T education in England, drawing parallels to the development of the national curriculum in 1990 and 2013. I express my concerns about the representation and balance of stakeholders in these committees, emphasizing the importance of power, legitimacy, and urgency in shaping the curriculum.

I also discuss my contribution to a Festschrift in honor of Professor Mark De Vries, where I propose a new approach to developing the D&T curriculum. Instead of writing a new curriculum, I suggest a framework for evaluating proposed changes and identifying the appropriate stakeholder group. This framework consists of seven criteria, including the subject's epistemology, aims, inclusivity, values, real-world relevance, and feasibility across educational settings.

Throughout the episode, I emphasize the need to view the development of the D&T curriculum as a design project, with each iteration being a resolution relevant to its time. I also highlight the importance of involving teachers at the micro-level, as they have the greatest power, legitimacy, and urgency in delivering the curriculum.

Mentioned in this episode
Documents from the 1990s government directive on the D&T curriculum
Bob McCormick's paper on designing the D&T curriculum by committee 
The 2013 D&T curriculum - the first version
Abstract of Alison Hardy's book chapter for the Festschrift in honor of Professor Mark De Vries
Information about the "Redesigning D&T" project




Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?What do you think? Join the conversation over on LinkedIn and let us know what you think. 
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!