assessing pupil learning). This type of activity for pupils to handle objects prompted enthusiasm, enhancement of tactile skills and critical thinking about inclusive design through collaborative discussion in the classroom. It is key for pupils to have structure and not get fixated on the objects themselves, hence a worksheet/specific tasks were provided in both lessons to avoid them drifting off-task. However, it was found out that the instructions/literacy level covered in the lessons was very academically challenging and needed to be clearer and simplified as they were only Year 7’s. Through clarifying different learning objectives (taking into consideration differentiated tasks and abilities) at the start of the lesson, mini plenaries, an end of lesson plenary and pupil evaluations, assessment for learning was achieved and pupil learning identified. This highlights the importance of reflection and as Watkins (2007, p.70) mentions making sure the doing is converted into learning.

Through the PARPA lesson stimulus and handling of existing counter/character objects, materials exploration was executed within the lesson, creating another avenue of learning and application of literacy/subject specific terminology in a design and technology classroom. The pupil evaluations carried out at the end of the lessons showed pupils enjoyed the lessons and understood the reasons behind the tactile exploration of the objects as well as the learning of Braille. Jerome Bruner’s theory (1915) of teaching based on discovery reinforced the teaching and learning in the PARPA lessons, as the objects allowed pupils to find out aspects of the existing counter/characters through the guidance of the teacher, (Bates, 2016). The lesson objectives were successful due to organised exploration of topics and activities as well as reflecting on what was being learnt. Topics were retained through group discussion of personal experiences and created deeper connections within pupils, seen in pupil mood board designs and evaluations. As mentioned a