ssons to have the correct impact in the classroom, sufficient time needs to be set aside for the learning to be processed and for lesson aims to be effectively led further whilst carrying out the design activities.

Planning and teaching specific (PARPA) lessons with active/object based learning as the main type of pedagogy in a design and technology class created an inclusive learning environment for pupils, during the week of 10/12/18. With an existing schools scheme of work based on creating individual board-games and characters, the implementation of a couple of lessons encouraging the benefit of object based learning was carried out. The objects presented to two Year 7 classes were chosen to encourage team work, discussion and risk taking, developed to take further into real life concerns under the following design brief: ‘’Create a Counter-Character Design for the Visually impaired/Blind Persons’’. The objects (Fig. 5) were: A transparent acrylic Sand-Timer, an ‘Iron’, ‘Shoe’, ‘Dog’ and ‘’Marge’’-The Simpsons’ monopoly Pewter characters, a HIPS ‘’PACMAN’’ and Car shaped counter, an acrylic ‘Pawn’ and ‘Dice’ counter/characters. In accompanying the national curriculum for design and technology, it is essential we create inclusive design for the world we live in, therefore the above objects were chosen to explore the enhancement of our tactile skills and understanding the problems visually impaired/the blind experience. Secondary aspects explored in the lesson considered the exploration of materials also, expanding pupil knowledge in this area as well.

Whilst carrying out the PARPA lessons through Piaget’s constructivism theory of object based learning, the year 7’s were able to have direct experience being ‘visually-impaired’, either through a blindfold or a ‘unidentified’ boxed object. This was an advantage of being able to carry out the PARPA lessons with two different Year 7 classes as I was able to trial the introducing of the objects through these alternative techniques. However, it did come to light that when the objects were bought out either way, pupils were very excited and started getting noisy and very quickly. The aspect of providing pupil roles under either a ‘blindfolded researcher’ or an ‘investigator’ was advantageous, as pupils really took to the identities knowing they will need to discuss and identify themselves as ‘experts’ to