Seeing D&T come alive through the Teachers in Residence programme - Susana del Castillo at PriestmanGoode
Published 3rd October 2025
Discovering the opportunity
My name is Susana del Castillo, and I’m the subject leader for D&T at St Paul’s Way School in Tower Hamlets. While looking for opportunities and resources for my students through the Design & Technology Association, I came across the Teachers in Residence programme. The placement at PriestmanGoode immediately caught my attention, as I wanted to experience real industry practice in action and this seemed perfect.
Learning from industry practice
I was eager to gain a deeper understanding of current industry practice and think about how I could bring that learning back into the classroom. I also saw it as a chance to build new connections, whether by inviting professionals into school or taking students out to see design in action. I was pleasantly surprised by how closely what I observed mirrors what we teach in school. On a smaller scale, we follow similar processes, and the skills we develop in students are highly relevant. For example, in design and technology, students work with clients, create personas, and develop ideas based on real people. At PriestmanGoode, I saw a very similar approach applied in a professional setting.
Although PriestmanGoode doesn’t produce final products themselves, they create substantial prototypes. I saw models made from paper, card, and MDF, which closely resemble the techniques our students use. Each department works individually, yet the process comes together collaboratively. That iterative, user-centred approach and how it contributes to a wider design narrative was a real highlight.
Another striking theme running through the projects was sustainability and innovation. There was a very down-to-earth approach to sustainability, not so much about using new or experimental materials but about finding simple, clever ways to reduce waste and increase recyclability. For example, something as small as rethinking food packaging on aeroplanes could have a huge impact. This showed me how powerful thoughtful, incremental changes can be, and it’s a message I know will resonate strongly with my students.
Bringing insights back to the classroom
I’m already thinking about how to bring some of these ideas into school. For example, in September I plan to run a design challenge inspired by what I observed here. I’ve also gained valuable knowledge about working with images and renders using specific software, which I’m excited to introduce to my students. Seeing artificial intelligence accepted as a professional tool has encouraged me to explore ways to teach students to use AI responsibly, particularly with my GCSE groups.
The experience also reminded me of the importance of softer skills, such as collaboration, communication, and workload management. These are critical in professional environments, and I now want to create more opportunities in class for students to work collaboratively and develop these skills.
Many designers shared their own journeys, explaining how they started in D&T and progressed to their current roles. I can now share these stories with my students, helping them understand the possibilities D&T offers. Too often, students think D&T is just fun, but seeing real-world applications helps them appreciate its value and potential.
Inspiration and reflection
Overall, this experience has reinforced the relevance of what we do in the classroom and given me fresh ideas to inspire and engage my students. It has been incredibly valuable and insightful.
