# data[].attributes.body
Please watch this before your first weekly meeting or trainee observation.

(16 mins)

# data[].attributes.body
Updated with new ItaP 2 dates

# data[].attributes.body
This prompt sheet has discussion prompts and activities related to RVP1 KEPP drivers. It can be useful to use this alongside the KEPPP tracker when gaps have been identified.

# data[].attributes.body
This prompt sheet has discussion prompts and activities related to RVP1 KEPP drivers. It can be useful to use this alongside the KEPPP tracker when gaps have been identified.

# data[].attributes.body
We are currently preparing ITaP 2 . This padlet has some of our resources, but it has many more to come. Please do take a look at the structure.

# data[].attributes.body
Mentor, Nozrul Hussain, has shared a way to help trainees speak from their diaphragm: keep a piece of paper on the wall with your breath

(I will absolutely be trying this with next year's cohort!)

# data[].attributes.headline
Helping trainees to monitor the classroom

# data[].attributes.subject
Helping trainees to monitor the classroom

# data[].attributes.body
Mentor, Lucy Hart, has shared a customisable monitoring sheet for her trainee to use whilst teaching.

# data[].attributes.body
The link to our Secondary ITaP 1 padlet is above. It has guidance, lecture powerpoints, readings and videos for the ITaP week in October.

ITaP 2 padlet will be coming soon!

ITaP 2: "Scaffolding a strategy to reduce cognitive load", will begin on Monday 18th March.

# data[].attributes.body
Please see the mentor training video in the green Secondary Mentor Training column

# data[].attributes.body
'Textiles Skills Centre

The TEXTILES SKILLS CENTRE brings together industry and education experts to support, develop and deliver resources, courses and events for textiles teachers, trainers and the open community'.

# data[].attributes.attachment_link.description
Textiles Skills Centre supports all those interested in furthering textiles knowledge and skills. Specialising in working with textiles/art teachers and schools, to develop and/or enhance textiles teaching, through training, events and resources, and develop and encourage relationships between education and industry.

# data[].attributes.body
FOOD TEACHERS CENTRE is a UK based self-help group for secondary teachers.

# data[].attributes.attachment_link.title
The Food Teachers Centre - Better food teaching

# data[].attributes.attachment_link.description
Donations help us to continue our great work in supporting food teachers and staff across the UK

# data[].attributes.body
Click on publications.

# data[].attributes.attachment_link.readable_text
Matt is an experienced teacher educator, having previously taught design and technology (D&T) in two Merseyside secondary schools. He is passionate about learning, in particular pedagogy, didactics, design thinking and technological activity. As an academic, Matt has experience in educational leadership and management, as well as working as a senior lecturer, educating the next generation of teachers, as excellent practitioners, valuing social inclusion, collaboration, leadership and research.

Matt is also an active member and Trustee of the D&T Association. As a curriculum influencer, he was involved with the redrafting of the National Curriculum (2014), advising on non-statutory guidance for the DfE's D&T Expert Group for the new programmes of study and on the future of the subject. He has also advised on and contributed to the development of the 2017 GCSE and A/AS Level Subject Criteria for design and technology as a drafter for the DfE.

Matt is research active and complete his PhD by Published Work in December 2022, which focused on demonstration as a signature pedagogy in D&T. His other professional and research interests include subject knowledge development, curriculum design and philosophy of technology. He has recently been using research methods, including Q Methodology in his research, adopting a philosophical perspective influenced by Pragmatism and Cultural Historical Activity Theory.

Matt's key skills include:
■ Curriculum design;
■ Pedagogy and didactics;
■ Design and technology education;
■ Educational research and leadership;
■ Consultation and consensus building;
■ Creative and design thinking;

Languages

Degrees

2022, Liverpool John Moores University, United Kingdom, Doctor of Philosophy
2011, Liverpool John Moores University, United Kingdom, Postgraduate Certificate in Learning and Teaching in Higher Education
2005, Sheffield Hallam University, United Kingdom, MA Managing School Design and Technology
1998, Edge Hill University, United Kingdom, Postgraduate Certificate in Education - Secondary Design and Technology (11-18)
1992, Liverpool Polytechnic, United Kingdom, BA (Hons) Architectural Studies

Academic appointments

Senior Lecturer in Education and Professional Learning, School of Education, Liverpool John Moores University, 2021 - present
Senior Lecturer in Teacher Education, School of Education, Liverpool John Moores University, 2020 - 2021
Head of Secondary Programmes, Education, Health and Community: Teacher Education and Professional Learning, Liverpool John Moores University, 2014 - 2020
Senior Lecturer in Teacher Education (Design and Technology), Education, Health and Community: Teacher Education and Professional Learning, Liverpool John Moores University, 2009 - 2014
Advanced Skills Teacher (Design and Technology), Rainford High Technology College, 2005 - 2009
Head of Systems and Control, Rainford High Technology College, 2002 - 2005
Teacher of Design and Technology, De La Salle Roman Catholic High School, 1998 - 2002

Highlighted publications

McLain M. 2022. Secondary teacher and teacher educator perspectives on 'demonstration' as a signature pedagogy for Design and Technology: Implications for initial teacher education Bartlett A-M, Thomas M. Public Url

McLain M. 2021. Developing perspectives on 'the demonstration' as a signature pedagogy in design and technology International Journal of Technology and Design Education, 31 :3-26 DOI Publisher Url

McLain M. 2021. Key pedagogies in design and technology Hardy A. Learning to teach design and technology in the secondary school: a companion to school experience Routledge. London 9780367336813 DOI Publisher Url

McLain MN, Irving-Bell D, Wooff D, Morrison-Love D. 2019. How technology makes us human: cultural and historical roots for design and technology education Curriculum Journal, 30 :464-483 DOI Publisher Url Public Url

McLain MN. 2019. Helping new D&T teachers to analyse and develop knowledge and understanding in design and technology (product design) Mentoring Design and Technology Teachers in the Secondary School A Practical Guide Routledge Publisher Url Public Url

McLain MN, Irving-Bell D, Wooff D. 2019. Humanising the design and technology curriculum: Why technology education makes us human Design and Technology Education: An International Journal, 24 :8-19 Publisher Url Public Url

McLain MN. 2017. Emerging perspectives on teacher modelling and explaining in design and technology International Journal of Technology and Design Education, 28 :985-1000 DOI Publisher Url Public Url

McLain MN. Emerging perspectives on the demonstration as a signature pedagogy in design and technology education International Journal of Technology and Design Education, DOI Author Url Publisher Url Public Url

Conference publication

Shukor NA, Noor NMD, Ma'Rof AM, Halim NDABD, McLain M, Rothwell P, Downes G, Tracy F. 2023. Designing an Online Course on Learning Analytics for Educators: Preliminary Insights from a Scoping Review 31st International Conference on Computers in Education, ICCE 2023 - Proceedings, 2 :899-901

Irving-Bell D, Wooff D, McLain M. 2019. Re-designing Design and Technology Education: A living literature review of stakeholder perspectives Pulé S, de Vries M. PATT37 Developing a knowledge economy through technology and engineering education :233-248

McLain M, Bell D, Wooff D, Morrison-Love D. 2018. Cultural and historical roots for design and technology education: why technology makes us human Seery N, Buckley J, Canty D, Phelan J. PATT36 Research and Practice in Technology Education: Perspectives on Human Capacity and Development :223-230 Publisher Url

McLain MN, Barlex D, Bell D, Hardy A. 2015. Teacher perspectives on pedagogical modelling and explaining in Design and Technology: a Q Methodology Study Chatoney M. Plurality and Complementarity of Approaches in Design and Technology Education, PATT29: Plurality and Complementarity of Approaches in Design and Technology Education :268-279 Author Url

Wooff D, Bell D, McLain MN, Martin M. 2015. Pupils' perceptions of design and technology education in England and Wales: emergent findings Chatoney M. Plurality and Complementarity of Approaches in Design and Technology Education, Pupils Attitudes Towards Technology :457-465 Author Url

McLain MN. 2012. The importance of technological activity and designing and making activity, a historical perspective. Ginner T, Hallström J, Hultén M. http://www.ep.liu.se/ecp_home/index.en.aspx?issue=073, PATT 26 Conference, Technology Education in the 21st Century :330-340 Publisher Url

McLain MN. The challenges facing 14-19/Applied PGCE Routes in Initial Teacher Education Ideas Worth Sharing: The Design and Technology Association Education & International Research Conference

Bell D, Wooff D, McLain MN, Hughes C. Preliminary Observations of an evolutionary Design and Technology curriculum: A Worrying Trend? (poster) D&T Association Annual Conference 2011, Designing a Better Future Publisher Url

Tracy F, McLain M, Garden A, Bodfield K. The Self-Determination of Teachers Post COVID-19 Pandemic British Educational Research Association Conference

Tracy F, Garden A, McLain M. Educators' Views, Experiences and Preferences for Continuing Professional Development in a Post-COVID Environment British Educational Research Association Conference Publisher Url

Journal article

McLain MN. 2013. Design Learning in Finland D&T Practice, 1 :33-35 Publisher Url

Bell D, McLain MN. 2013. Innovative Approahes to Raising the Profile of D&T Whitton N. D&T Practice, 1 :39-41 Publisher Url

McLain MN, Pratt A. 2012. How to pass your PGCE essay first time Whitton N, Davies LT, Green R, Mitchell A. D&T Practice, :26-29 Publisher Url

Roy E, McLain M. The disciplinary matrix of applied arts and artistic cultures The Curriculum Journal, Public Url

Books (edited)

Bloomsbury Handbook of Technology Education: Perspectives and Practice Gill D, Irving-Bell D, McLain M, Wooff D. Bloomsbury Publishing Plc.. London

Chapters

McLain M, Bell D, Wooff D. 2018. Resistant Materials Cambridge IGCSE® Design and Technology Teacher Guide Collins 9780008293284

McLain M, Bell D, Wooff D. 2018. Resistant Materials Cambridge IGCSE® Design and Technology Student Book Collins 9780008293277

McLain M. What's so special about design and technology anyway? Exploring contemporary and future teaching using a signature pedagogies discursive framework Debates in Design and Technology Education Routledge. Abingdon, UK

Thesis/Dissertation

McLain M. 2022. Secondary teacher and teacher educator perspectives on 'demonstration' as a signature pedagogy for Design and Technology: Implications for initial teacher education Bartlett A-M, Thomas M. Public Url

Other

McLain MN, McLain MH, Tsai J. The Billy Goats' guide to bridge design: imaginary contexts using traditional tales as starting points in Key Stage 1 Pimley G. D&T Primary: the practical poster pack,

McLain MN. Ready for the new GCSE Design and Technology? Healy S. Design for life: Design and technology and engineering magazine, :10-11 Publisher Url

Books (authored)

Harris J, Bell D, Hughes C, McLain MN, Stewart R, Wooff D. 2016. Collins Cambridge IGCSE - Cambridge IGCSE® Design and Technology Teacher Guide Collins 978-0-00-814421-0 Publisher Url

Collins UK. 2016. Cambridge IGCSE Design and Technology Student Book HarperCollins UK 9780008124687

Scholarly edition

McLain MN, McLain MH, Tsai J. 2014. D&T Primary: The Practical Primary Poster Pack: The Billy Goats' guide to bridge design: imaginary contexts using traditional tales as starting points in Key Stage 1

Conference presentation:

Educators' Views, Experiences and Preferences for Continuing Professional Development in a Post-COVID Environment, BERA, Liverpool, Oral presentation. 2022

Teacher educator perspectives on pedagogical modelling and explaining in Design and Technology: a Q Methodology Study., Pupils' Attitutdes Towards Technology (PATT): Technology Education for 21st Century skills, Delft University of Technology and HU University of Applied Sciences, Utrecht, Paper and presentation. 2016

Traditional tails and imaginary contexts in primary design and technology: a case study., Pupils' Attitutdes Towards Technology (PATT): Technology Education for 21st Century skills, Delft University of Technology and HU University of Applied Sciences, Utrecht, Paper and presentation. 2016

Research Grants Awarded:

Liverpool John Moores University QR Funding, Educators' Views, Experiences and Preferences for Continuing Professional Development in a Post-COVID Environment, Dr Fran Tracy, Matt McLain, Dr Craig Hammond, Dr Avril Rowley, Angela Garden, Dr Anne-Marie Smith, Dr Helen Poole, Dr Kaye Richards., Grant value (£): 1,500, Duration of research project: 6 months. 2022

Fellow of the Royal Society for the encouragement of Arts, Manufactures and Commerce (FRSA), Royal Society for the encouragement of Arts, Manufactures and Commerce, https://www.thersa.org/. 2019

Fellowship of the Higher Education Academy, Advance HE. 2011

Board of Trustees, Design and Technology Association, https://www.data.org.uk/. 2019

Design and Technology Expert Subject Advisory Group, Department for Education, Member, http://expertsubjectgroups.co.uk/.

Secondary and Examinations Working Group, The Design and Technology Association, Member and Chair (from 9th April 2016), http://www.data.org.uk/index.php?option=com_content&task=view&id=520&Itemid=159.

Teacher Training Design and Technology Association Award 2016, Design and Technology Association, https://www.data.org.uk/news/celebrating-excellence-in-design-and-technology-education-in-2016/. 2016

Industrial connections:

Department for Education, Drafter for GCE AS and A level subject content for design and technology, https://www.gov.uk/government/publications/gce-as-and-a-level-design-and-technology. 2015

Department for Education, Drafter for GCSE subject content for design and technology, https://www.gov.uk/government/publications/gcse-design-and-technology. 2015

Design and Technology Association, Consulting for Skills Gap: Renishaw Challenge (programmable components), http://www.skillsgapprogramme.org.uk/teaching-resources/programmable-components. 2014

Design and Technology Association, IET Programmable Components key stage 3 scheme of work resources, https://www.data.org.uk/shop-products/programmable-components-celebrations/. 2014

Membership of professional bodies:

Fellow of the Higher Education Academy, Higher Education Academy. 2011

Member, Design and Technology Association, http://www.data.org.uk/. 1997

Member, Design and Technology Expert Subject Advisory Group (ESAG), http://expertsubjectgroups.co.uk/.

Other Professional Activity:

AQA Design and Technology Stakeholder Reference Group.

Design and Technology Research Steering Group (Chair) - D&T Association.

DFE drafter for the GCSE and A Level D&T subject content (March to November 2015).

External Examiner - Manchester Metropolitan University, PGCE Design and Technology (2013 to 2016).

External Examiner - University of Glasgow, Bachelor of Technology Education (2014 to 2017).

National Curriculum Programme of Study for Design and Technology Stakeholder Group (2013).

OCR Design, Technology and Engineering Consultative Forum.

# data[].attributes.attachment_link.description
Find out more information about Matt McLain, including their areas of expertise, research publications and contact details.

# data[].attributes.body
'My experience on the UEL DT PGCE course has been unique. Despite the deadlines and rigorous curriculum, it is a course that sets you up for success in your teaching career.

Come into the course with an open mind to learn and don’t be afraid to ask for help. Allow yourself to make mistakes along the way, but more importantly be reflective and learn from them as this is what makes the difference between a good teacher and an excellent teacher.

The tutors and fellow trainees on the course are what make the long process worthwhile. Tutors will go above and beyond and are dedicated when it comes to offering support to see you succeed in your profession. UEL is a reputable establishment as a ITE provider. I would highly recommend future trainees to consider studying at UEL to obtain their PGCE.'

# data[].attributes.body
This video is for both refresher and new mentor training

(27 mins)

# data[].attributes.attachment_link.title
UEL Secondary ITE Intro mentor training Sept 2024

# data[].attributes.headline
Quiz: Mentor induction (Our UEL programme)

# data[].attributes.subject
Quiz: Mentor induction (Our UEL programme)

# data[].attributes.body
Please complete this very short quiz with 5 questions about our UEL programme and processes. This is to ensure we can provide evidence to the DfE that you have engaged with the video. Evidence of mentor training is required so that the mentor grant can be paid to your school.

# data[].attributes.attachment_link.title
Mentor induction (and introduction to the UEL ITE programme)

# data[].attributes.attachment_link.description
Mentor induction (and introduction to the UEL ITE programme)

# data[].attributes.body
This prompt sheet has discussion prompts and activities related to RVP1 KEPP drivers. It can be useful to use this alongside the KEPPP tracker when gaps have been identified.

# data[].attributes.body
This example comes from RE, but the general principles are applicable to other subjects.

# data[].attributes.headline
Quiz: Mentor induction (Our UEL programme)

# data[].attributes.subject
Quiz: Mentor induction (Our UEL programme)

# data[].attributes.body
Please complete this very short quiz with 5 questions about our UEL programme and processes. This is to ensure we can provide evidence to the DfE that you have engaged with the video. Evidence of mentor training is required so that the mentor grant can be paid to your school.

# data[].attributes.attachment_link.title
Mentor induction (and introduction to the UEL ITE programme)

# data[].attributes.attachment_link.description
Mentor induction (and introduction to the UEL ITE programme)

# data[].attributes.body
This example comes from RE, but the general principles are applicable to other subjects.

# data[].attributes.body
This is due in on 5th February. Please start looking at trainees' KEPPP trackers now to help you write this.

# data[].attributes.attachment_link.title
DT Developing Subject Expertise and Subject Specialism 24-25