It is a question I imagine most of us have asked ourselves, or been asked, on at least one occasion, but why do we follow a process of design? We are all creatives with some link to the study of design so I will presume that we have all studied the actual design process from brief to prototype but, as educators, how do we convey what can be a complex and varied process to the young minds in our care? More importantly, how do we express just how important that process is and how do we ensure it is relevant to them?

There is this common approach that design is about ‘solving problems’. Indeed, we often talk about identifying a problem to solve. I am as guilty as the next D&T teacher of using this as a starting point but, more recently, I have been rethinking my own approach to…