🔒 The Art of Balancing Engagement and Learning in Design and Technology Lessons
In this episode of Talking D&T, I reflect on the conversation published earlier this week with Tony Ryan about the various industry contexts developed by the Design and Technology Association for Key Stage 3 pupils in England. I explore the complexities that teachers face when designing a unit of work, particularly in the realm of design and technology.
Drawing from the "Inspired by Industry" work discussed by Tony, I emphasise the importance of selecting contexts that engage and motivate young learners. However, I also acknowledge that not all contexts will appeal to every pupil, as engagement is subjective and dependent on individual interests.
I discuss the role of teacher stereotypes and the need for awareness when choosing design contexts. Using the example of dinosaurs, I explain how teachers might assume certain topics will appeal to specific age groups or genders, and I encourage listeners to question these assumptions by referring to Ulrika Sultan's work on gender stereotyping.
Also, I stress the importance of considering pupil progression when planning units of work. I argue that the context itself is not the primary driver for learning but rather a motivator for interest and enjoyment. Teachers must think about how the unit builds upon previous knowledge, introduces new concepts, and prepares pupils for future learning. By doing so, they can help children move from surface-level understanding to deep knowledge retention.
(Text generated by AI, edited by Alison Hardy)
Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?
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