highlighted in the (Piaget, 1976) constructivism learning theory where people actively construct new skills and knowledge individually, through merging what they already know beside their own experiences (Martinez, 2016). Similar to the constructionism learning theory presented by Seymour Papert, 1986, which actually placed the constructivist theory into action and thus provided structure to the active/object based learning environment. ‘’Learning is often socially constructed. Talking and working with others is one of the best ways to cement new knowledge.’’ (Martinez, 2016). To put into action and to allow successful collaborative discussions to take place, it’s important to note what roles both teacher and pupil have and how much time both take up. When it is clear that there are multiple roles pupils are able to identify with, active/object based learning can bring to light various routes for pupil involvement. As educators, we aim to prepare pupils for the ‘real working world’ outside of educational buildings. We aim to inspire all pupils especially in the design and technology environment through inclusive learning, therefore acknowledging all pupils and their abilities is something we want to be successful in achieving. Piaget’s view’s encourages this approach as he states students’ diverse abilities are recognised and achieved in different environments. To construct meanings of learning and teaching, interdisciplinary learning should take place in schools for more widely skilled children (Piaget, 1976). As 21st century educationalists, we are 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