[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601177-105":59,"doc-detail-601177-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","reflections-on-teaching-design-and-technology-in-a-pandemic","Reflections on teaching Design and Technology in a pandemic","","A reflective account from two Design and Technology teachers comparing how they adapted during the 2020/21 global pandemic. The piece describes differing school contexts, the uncertainty and shifting guidance faced, and the challenges of delivering practical subjects. It highlights major collective achievements in PPE production during early lockdown, rapid adjustment to remote digital learning, and student impacts around cancelled examinations, portfolios, and returning to school.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":53,"@type":76,"position":81},"https://docshare.wps.com/document/lifestyle/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reflections-on-teaching-design-and-technology-in-a-pandemic/601177/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reflections-on-teaching-design-and-technology-in-a-pandemic/601177.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What major PPE achievement did the Design and Technology departments make during early lockdown?","Question",{"text":112,"@type":113},"Design and Technology departments across England rapidly produced and distributed over 650,000 items of PPE, including full-face visors and mask clips.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did teachers’ guidance and expectations change at the start of the pandemic?",{"text":117,"@type":113},"Teachers initially faced uncertainty about what to achieve and how long to continue, while rules and advice kept changing and multiple stakeholders required detailed documentation.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the teachers do when exams were cancelled and deadlines approached?",{"text":121,"@type":113},"They urged students to continue working to complete design portfolios, organized assemblies, emptied lockers, and tried to keep provision as close to normal as possible while planning for extended disruption.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601177,1792092124,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":52,"category_name":53,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":44},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Reflections on teaching Design and Technology in a pandemic  \nDeborah Winn, Neale-Wade Academy, UK  \nDaniela Schillaci-Rowland, Presdales School, UK  \nIntroduction  \nThis article is a reflection on teaching by two teachers, Deborah Winn and Daniela SchillaciRowland, in different schools during the global pandemic of 2020/21 . Deborah’s school is a rural school of approximately 1500 11-18 year old students. The school has a reasonably high percentage of disadvantaged students and students with vocational rather than academic aspirations. Daniela’s school is a smaller all girls school with approximately 1000 11-18 year old more academically minded students on roll. There are many similarities but also some differences to the experiences, which is likely to be the situation worldwide. It seems that few schools were able to respond in the same way due to the number of students isolating, differences in time the schools were closed, parent buy in, access to computers and resources, etc.  \nThe difficulties encountered by teachers, particularly in practical subjects, cannot be underestimated. When Deborah reflected on what it was like to teach in this time an image immediately came to mind of the rope bridge scene in Jumanji -the next level, where the characters are running across rickety bridges in the air that keep moving while being chased by psychotic monkeys. At first teachers weren’t sure what they needed to achieve or how long they needed to continue for but they knew they needed to get there quickly. Rules and advice were constantly changing and multiple people, from examination boards, school hierarchy and parents, all wanted our intentions documented in detail. On deeper reflection however, students and teachers adapted quickly to a new way of working and whilst it was a stressful challenge, there were a number of positives that have come out of teaching in this period.  \nNot least was the rather monumental achievement made when Design Technology departments across England rose up like a small army in response to a need for personal protection equipment (PPE) by key workers in the first ‘lock down’. This focused mainly on full face visors and mask clips. Collectively teachers produced and distributed over 650,000 pieces of PPE very rapidly. It is difficult to know how many were made as not all schools said how many they had produced, but the figures were impressive.  \nOther positives caused a reflection on current practice which required more creative approaches to teaching. Some of these are likely to, or at least should, continue beyond the pandemic.  \nUnprecedented times!  \nWhatever the experiences, it is likely that the moment teachers found out that everything had changed will stay with them forever. Daniela reminisces that growing up, she was fascinated by the stories people would tell when recalling events in history, and how they felt at the time and the specific things they could remember. In future generations, Covid will be spoken about in schools and stories passed down generations in the same way.  \nDaniela remembers that at 5.11pm, Wednesday 18th March 2020, she was standing next to the computers in her classroom, talking to her Design and Technology examination group students about finalising their design portfolios. A student announced “Breaking News, exams have been cancelled!”. A brief moment of silence followed. Then a student asked “Miss, what shall we do?”. What else would a Design and Technology teacher advise two days before the final examination submission deadline?“Carry on, we need to get the portfolios completed!”. For the next two days, school leavers’ assemblies were organised, lockers were emptied, and goodbyes were said, with us not really knowing whether we would be back in school in a few weeks, months or longer. During April 2020 it became apparent that we would not be going back into the classroom before June 2020 at the earliest, but that we should try to ensure students had a good offeri","cbCaitEyFd5avKix","https://ap.wps.com/l/cbCaitEyFd5avKix","pdf",189912,"English","# Introduction\n## Digital learning & teaching\n## PPE production and positive outcomes\n## Experiences around cancelled exams","[{\"question\":\"What major PPE achievement did the Design and Technology departments make during early lockdown?\",\"answer\":\"Design and Technology departments across England rapidly produced and distributed over 650,000 items of PPE, including full-face visors and mask clips.\"},{\"question\":\"How did teachers’ guidance and expectations change at the start of the pandemic?\",\"answer\":\"Teachers initially faced uncertainty about what to achieve and how long to continue, while rules and advice kept changing and multiple stakeholders required detailed documentation.\"},{\"question\":\"What did the teachers do when exams were cancelled and deadlines approached?\",\"answer\":\"They urged students to continue working to complete design portfolios, organized assemblies, emptied lockers, and tried to keep provision as close to normal as possible while planning for extended disruption.\"}]","Reflections on teaching Design and Technology in a pandemic | PDF"]