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By Joanne Taylor; Year 9 Engineering Teacher, Lealands High School, Luton
Design and Technology has always sat at a fascinating intersection between ideas, making and the real world. When we invite students to explore technology and society, we are not simply teaching them how things work; we are asking them to think about why things exist, for whom they are designed, and what consequences follow from the design decisions embedded within them.
Within the four-fold pedagogical model of D&T (McLain, M. 2022), this kind of learning sits squarely where practical action meets critical reflection. It asks students to move beyond ‘building stuff’ towards understanding systems, values and impacts. In my experience, one of the richest ways to do this is through disassembly: taking apart real products and peering inside the layers of engineering, materials, and decision-making that usually remain hidden.
However, as many teachers will recognise, product disassembly is often easier in theory than in practice. In most classrooms, we may have only one or two suitable artefacts, so much of the learning ends up being observational rather than hands-on. Students crowd around a single object or watch a demonstration, rather than experiencing the complexity for themselves.
This is why I was so delighted when Garry (HOD here at Lealands High School) secured the Team Repair kits, sponsored by Suez Environemental which made it possible for an entire class to engage in meaningful disassembly and repair rather than watching from the sidelines. Suddenly, the exploration of technology was no longer a rare treat; it became a shared, collaborative experience. Fault finding and fixing a retro games controller with the ultimate treat of being able to play games if they succeeded.
We used the kits as part of a unit focused on designing a lighting product. By this point, students had already learned the core electronics concepts they would need, including polarity, resistance, and conductivity. This meant the repair task was not an isolated activity, but a powerful application of prior knowledge.
Watching the class at work was genuinely joyful. Students were deeply engaged, leaning over their tables, comparing ideas, troubleshooting together and discovering how the circuitry needed to be inserted correctly. What could easily have been an abstract lesson about conductivity, resistance, and polarity became tangible, social, and highly motivating.
One unexpected but brilliant learning moment centred on the magnetic screwdriver included in the kits. The screws were tiny, and several students initially struggled to control the tool. Yet this difficulty became a catalyst for discussion rather than frustration. Once screws were removed, it was clear how easy they would be to lose – and that was precisely the point. Together, we talked about why designers of tools might choose to make a screwdriver magnetic, and how such a small design decision can have a big impact on usability. For many students, this was their first time using a screwdriver, which in itself was a revealing reminder of how varied students prior experiences with tools can be.
Beyond individual skills, the project also fostered collaboration and problem-solving. Students had to communicate, share discoveries, and support one another when things went wrong. As highlighted in the school newsletter, Year 9 engineers described this as ‘problem-solving at its finest’, and it was clear that confidence grew alongside competence. The kits were not just about fixing a device; they were about building identity as capable, curious ‘tech wizards’.
The wider context of the project was equally significant. Through support from Suez Environmental, the school received 32 sponsored kits, and a £650 bursary from NEON Engineering enabled investment in additional tools and partnerships. This ensured the learning was not a one-off event but part of a growing culture of practical engineering in the department.
Perhaps most importantly, the experience helped students see technology as something they can understand, influence and repair, rather than a mysterious black box to be replaced when it fails. In an age of disposable electronics, this shift in mindset matters. Repair, reuse and curiosity about how things work are essential to more sustainable and responsible technological futures.
For me, as a teacher, the project reaffirmed the power of learning through hands-on activities. When students can physically engage with real artefacts, abstract concepts come alive, misconceptions surface naturally, and deeper understanding emerges. It is in these moments – screws dropping, circuits clicking into place, students collaborating together – that the true spirit of Design and Technology is most visible.
As we continue to develop our curriculum, I am convinced that opportunities like this, which blend practical skill, critical thinking and real-world relevance, are exactly what our young designers and engineers need.
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