ABSTRACT
The purpose of this chapter is to analyse what is meant by design communication and how new teachers support pupils to use a variety of methods in communicating their design thinking in appropriate ways. There are many communication methods available to a teacher, which should not limited to only sketching or relying on the prosaic production of three ‘design ideas’ before drawing a ‘final design’. Therefore, this chapter helps to identify what communication methods are available, what skills trainee teachers bring to their teaching, how to develop those skills and how to critique the ways pupils communicate their designing in schools. Expectations from subject frameworks and examination specifications are also considered. Whether it be drawing, modelling, or pupils talking about their design ideas, this chapter challenges student teachers to treat design communication as a literacy; one that requires teaching and practicing for all new teachers and their pupils to boost confidence and gain new skills in communicating design thinking.
