aware of such diverse professions in our society that all involve various required skills therefore, implementing different approaches such as active/object based learning, e.g. collaborative research/presentations within the classroom, further pupil engagement is formed as pupils will take on roles within their groups. This type of multidisciplinary collaboration has been seen in recent decades through Biomimicry research industry, which has brought biologists and designers to work together to form more sustainable materials and designs for a more economical and sustainable environment. This highlights that aspects of design and technology are seen in all subjects and professions, therefore applying design thinking in all classroom subjects and practice through active/object based learning can have huge impact on future professions and inventions, beginning as soon as secondary school.

On the other hand, Partridge’s (10/07/1969) ‘Letters to the Editor’ (cited in Peel, R. (2014) states,
In July 1969, a letter sent to The Times … encouraged by schools advisers and inspectors and by education of officers, all trying to be ‘with it’, are imposing the adoption of so-called ‘progressive’ (I call them call them ‘digressive’) methods upon unwilling members of their staffs… there is not enough actual teaching and far too much messing about in many primary schools today, and at tremendous and wasteful expense.

Peel suggests here that progressive, active/object based learning is ‘digressive’ and that schools are just messing about wasting money. However, as educators, we are aware of the diverse skills applied to multi-disciplines/professions outside of the school environment and can use this knowledge to our advantage, implementing learning that actively involves pupils in the learning of a concept. This allows them to take on information via multidisciplinary roles within their groups for example, ‘project leader’ and managers covering ‘designer’, ‘resource’, ‘risk’ and ‘quality’ to name some. Knowing they will have to share it to the rest of the group/class, pupils will create an understanding in order to teach others, developing increased conceptual thinking and learning. ‘’Those who learn in order to teach show more intrinsic motivation, and demonstrate higher conceptual learning.’’ Watkins (2008, p.47) here supports the above view, which slightly shifts the ‘teaching’ dynamic from the ‘doing and teaching’ of the teacher, to the ‘doing and learning via teaching’ of the pupils.

It’s important to note that active/object based learning has specific time set out for