Encouraging a 'Looking-Out' Approach: How Mentors Can Support ECTs to Develop Subject Knowledge in D&T

Sean Britton

Former Head of Design and Technology, ECT Facilitator and AQA Subject Lead

Image by NASA on Unsplash

Introduction

The fact that we are working in the midst of a subject shortage and declining student enrolment is just one of the many difficulties faced by early career teachers (ECTs) entering the field of design and technology (D&T). D&T initial teacher training recruitment recently only reached about 27% of the national target, which is among the lowest across all subjects, according to data from the Department for Education. Since 2010, the number of GCSE entries has decreased by over 60%.

The function of subject leaders, CPD leads, and mentors is essential in this situation. Creating a generation of excellent D&T teachers who can advance the field, encourage students to be creative and use design thinking, and continuously expand their own subject knowledge is more important than merely filling positions.

Standard 8 (fulfilling wider professional responsibilities) is a part of the Early Career Framework that is frequently disregarded. This focuses on professional behaviours, which encourage educators to take charge of their own growth and interact with the larger educational community. This is a great chance for those who support ECTs to encourage a "looking-out" mentality, which will assist teachers in finding resources, information, and support outside of the classroom or school.

Below are some practical ways mentors and CPD leads can help ECTs develop that outward-looking approach.

1. Participate in local D&T networks

Urge ECTs to assist in managing or joining local D&T networks. These forums are great for talking with colleagues who share your interests about curriculum, assessment, and pedagogy. Networking helps teachers stay up to date, encourages teamwork, and avoids the loneliness that can result from being the only expert in a school.

2. Make use of professional social media and online forums

While many teachers use Facebook for quick resource sharing, LinkedIn is becoming a powerful space for professional growth. It connects D&T educators with the wider ecosystem that shapes our subject – from exam board specialists and curriculum developers to designers, engineers and industry partners.

On LinkedIn, educators can observe current discussions, trends, and innovations and establish direct connections with key stakeholders to exchange ideas, ask questions, and collaborate. These connections could result in events, partnerships, and CPD. Instruct ECTs to follow the Design & Technology Association (D&TA), well-known educators, and hashtags like hashtag#STEM, hashtag#DandTEducation, and hashtag#DesignAndTechnology. They stay connected and informed with a quick check-in every week.

3. Join subject associations

Access to resources, webinars, research, and policy updates are all made possible by membership in professional associations like DATA. Along with being a structured path for CPD, it also shows a clear commitment to the subject. ECTs can benefit from mentors who help them view this as an investment in their development rather than a luxury.

4. Read and listen to subject-specific media

Encourage ECTs to engage with blogs and podcasts that broaden their subject knowledge in bite-sized chunks. Podcasts like ‘Talking D&T’ are ideal for keeping up to date and hearing real classroom experiences – great for a commute or a gym session. Blogs, such as those on the D&T Teacher Education Group site, offer fresh perspectives and practical ideas.

5. Collaborate with exam boards and external stakeholders

Exam board subject teams are a fountain of knowledge and are eager to support teachers. Encourage ECTs to make early contact – to ask questions, clarify specifications or request updates. Beyond that, linking with local designers, universities or manufacturers brings real-world relevance to classroom projects and builds valuable partnerships.

6. Participate in extracurricular activities and challenges

Contests like Scalextric 4 Schools, F1 in Schools, and the CREST Awards provide students with real-world design experiences while also assisting teachers in gaining new abilities and self-assurance.

Likewise, attending national events such as The Big D&T Meet is an energising way to connect with the wider community, share ideas and take part in meaningful CPD. I attended last year and left with renewed enthusiasm for the subject – there’s nothing like being surrounded by passionate colleagues and key stakeholders.

Final thoughts

Encouraging ECTs to develop professional behaviours through outward engagement is one of the best ways to support the future of D&T education. By helping them “look out” – to networks, associations, industry and peers – we strengthen both individual teachers and the subject itself. In a time of teacher shortages and declining student numbers, developing confident, connected and outward-facing D&T professionals isn’t a luxury; it’s essential to keeping our subject alive and thriving.

References

Department for Education (2025). Initial Teacher Training Census 2024 to 2025. https://www.gov.uk/government/statistics/initial-teacher-training-trainee-number-census-2024-to-2025

Education Policy Institute (2022). A spotlight on Design and Technology study in England. EPI Report. https://epi.org.uk/publications-and-research/a-spotlight-on-design-and-technology-study-in-england/

National Audit Office (2024). Teacher Workforce: Secondary and Further Education. NAO Report. https://www.nao.org.uk/reports/teacher-workforce-secondary-and-further-education/

Department for Education (2023). Early Career Framework. https://www.gov.uk/government/publications/early-career-framework

D&TA (n.d.). Design and Technology Association [website]. https://www.designtechnology.org.uk/