de sense of to make sure the learning is being retained. Watkins (2007, p.70) states, ‘’Indeed, classroom life can sometimes feel like ‘Do, Do, Do’ – and when you’ve finished that, do some more! We need to examine how the doing leads to learning.’’ Leading on from having structured lessons, it is essential for pupils to have reflection time on what was being asked from them, exploring the reasons behind it. This allows pupils to be able to transfer ideas on paper and to even have an increased ability in verbally explaining the doing aspects of the lesson, creating multi-skilled pupils.

On the other hand, Christodoulou, (2014, p.102) suggests, ‘’If you waste class time on tangential and distracting activities, then pupils will end up rote learning – and probably rote mislearning – the important knowledge and skills that they should have been taught meaningfully.’’ Her statement disapproves activities enabling digression of the task at hand, going onto mention how this learning becomes repetitive promoting incorrect learning. However, to have an understanding of the relationship between the learning and doing, the reflective/evaluative part of the lesson allows for pupil feedback to come to light and to be guided in the desired direction for the required learning to take place. Watkins (2008, p.45) explains, ‘’And how little classroom time is allocated to the reflection which is so necessary to convert the doing into learning.’’ For future lessons 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